FACTORS AFFECTING

LANGUAGE LEARNING

STRATEGIES (LLS)By SITI NOOR AZILAH ABDULLAH

A150605

TESL UKM 2014/2015

5 Factors Affecting LLS

Gender

Motivation

Language Proficiency

Learning Style

Age

GENDER

The extend used to differentiate the variation

between masculinity and feminity

Gender is classified into two which are:

• Female

• Male

A lot of researches have been done to see the

differences of LLS use between male and

female

GENDER

Female learners use Language Learning

Strategies (LLS) more than male learners.

Based on a research by Rebecca Oxford (1990),

the difference between the use of LLS between

gender is through the frequency of strategy use.

The findings demonstrated that female learners

frequently use memory, cognitive and social

strategies.

Female learners are found frequently using

memory, cognitive, compensation, and affective

strategies more than the male learner (Kaylani,

1996)

GENDER

Based on a research by Dongyue (2004), he

discovered that there are differences in

memory, affective and overall strategy use

between genders which were all in favour of

females.

Females are better at controlling their

emotions than male which affects the use of

LLS.

MOTIVATION

Motivation is a scientific word used in order to

signify the cause of our actions, desires or

needs.

It is something that drives us to do something;

a reason for us to achieve something.

There are two types of motivation:

• Intrinsic Motivation : Motivational stimuli within

an individual

• Extrinsic Motivation : Motivational stimuli from

the surrounding

MOTIVATION

Highly motivated learners operate LLS

more than learners with low motivation.

Motivation is one of the important predictors in

order for one to succeed in learning language

(Winke, 2005).

Highly motivated students use LLS more often

than less motivated students (Okada et al. ,

1996).

MOTIVATION

Learners who are highly motivated have the

tendency of using LLS more than learners who

are less motivated (McIntyre &Noels, 1996)

Learners with high motivation and high

frequency of LLS use are more predictably of

success on achievement test than other

learners (Rebecca et al. , 1993)

AGE

Age is the length of time a person has lived or

a thing has existed (Wiki).

In context of age affecting the use of LLS, it is

very much related to experience.

The norm is that the more you age, the more

experience you have.

AGE

Adults have a lot of advantages in LLS use

than children.

Age is one of the important characteristics

which influences the process of learning a

language (Kamarul & Mohamed Amin, 2010).

Adult learners use metacognitive strategies

more effectively than young learners (Devlin,

1996).

AGE

Adults have better memories and study habits,

they are able to work efficiently especially in

organizing information, they have longer focus

spans, and more importantly have the ability of

handling complex mental tasks (Rubin &

Thompson, 1994).

PROFICIENCY LEVEL

Language proficiency is the ability for one to

use a language

In order for one to be a proficient user, one

needs to constantly practice using the

language.

PROFICIENCY LEVEL

High language proficiency learners use

LLS more than learners with low

proficiency level.

High proficiency learners has the tendency of

using a wider scope of strategies more than

low language proficiency learners (Oxford &

Crookall, 1989).

Based on a study by Green and Oxford (1995),

high language proficiency learners are likely to

use high level strategies than less proficient

learners.

LEARNING STYLES

Learning style is an approach used by an

individual in the learning process.

There are three main types of learning styles:

• Visual learning style - Learn through what

they see

• Auditory learning style - Learn through what

they listen

• Kinaesthetic learning style - Learn through

or with movements

LEARNING STYLES

Learning styles affect the selection of LLS.

Some researches have investigated the

relationship between learning styles and

language learning strategies (LLS) and they

claimed that learning style influenced the

choices of LLS (Carrell, 1988; Wen & Johnson,

1997).

Learning styles and strategies determine the

approach used by language learners to learn a

second language (Oxford,2005).

LEARNING STYLES

Christison (2003) stated that learning styles

can be categorized by:

Cognitive Style

Sensory Style

Personality Style

THANK YOU!