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This study investigates the perceived language learning difficulties faced by 340 preparatory school students learning English as a foreign language. It identifies that the most significant challenges relate to learning resources, while the least are linked to the learning environment, with moderate difficulties stemming from the teaching-learning process and personal factors. The research also finds no significant relationship between difficulty levels, achievement, and gender, suggesting that lower-level
- Author
- danoha59
- Language
- EN