Second language acquisition occurs in various social settings, including formal classroom environments, informal learning contexts, study abroad programs, workplace settings, and community or heritage language contexts. Research in these settings can differ significantly in terms of methodologies, data collection techniques, variables under investigation, ethical considerations, and the characteristics of the learner population. For instance, classroom-based research often emphasizes the effectiveness of teaching methods, while informal contexts may focus on learner motivation and self-regulated learning. Access to settings, data validity, generalizability, ethical challenges, and resource constraints are some of the issues researchers may encounter, depending on the specific context in which they conduct their studies. These variations highlight the importance of considering the unique features of each setting when researching second language acquisition.

I totally agree with Mr Ahmad Farid. Yet, acquisition and learning are two different concepts. In contexts like the Middle East where L2 learners are deprived of sufficient exposure to the target language, you cannot expect acquisition to take place or be established. It is just learning! However, thanks to the development of ubiquitous technology, we could confess that L2 learners are bestowed with more exposure in recent years, which may in turn provide a suitable setting for acquisition to take place in upcoming years.

Regards

I also agree with my colleagues @Ahmad Farid and @Hossein Isaee; I just stress kn the fact that a good and effective exposition to L2 is a sine qua non condition for L2 acquisition. L2 learning, as Ahmad Farid emphasizes, relies on the teachers, the syllabus and methods of teaching.