FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIES FOR PROF. DR. MOHAMED AMIN BIN EMBI.

1. FACTORS THAT AFFECT
LANGUAGE LEARNING
STRATEGIES
BY : NUR SYAFIQAH BINTI ZULKAFLI
P79195

2. FACTORSTHAT
AFFECT LANGUAGE
LEARNING
STRATEGIES
MOTIVATION AGE
GENDER
LEVEL OF
PROFICIENCY
SOCIO ECONOMIC
STATUS

3. AGE

4. Young learners - able to develop native-like pronunciation
and fluency - deploy simple and easy strategies
(Scarcella & Oxford (1992) and Ehrman & Oxford (1995) as
cited in Kamarul & Mohamed Amin, 2012)
Neither the older nor the younger beginners used more
LLS – quantitative research (Karim & Mohammad, 2013)
The younger beginners seemed to use slightly more LLS
than the older beginners – qualitative research (Karim &
Mohammad, 2013)

5. Most primary school children learn
English by using metacognitive strategies
and social strategies ranked next in
importance.
Purdie and Oliver (1999)
Secondary school student were generally
use cognitive strategies and that
metacognitive strategies were reported
by some more advanced learners.
Omally et al (1985a, 1985b)

6. GEND
ER

7. Females use
significantly more
learning
strategies than
males
(Green & Oxford
1995; Gu 2002;
Razak et al. 2012)
Females used
Social and
Metacognitive
strategies most,
Memory the least;
Males used
Metacognitive and
Compensation
most, Affective
least
(Hong-Nam &
Leavell 2006)

8. Females reported
more frequent
strategy use than
males of formal
practice strategies,
general study
strategies and
conversational
input elicitation
strategies
(e.g. asking to
speak slowly,
requesting
pronunciation
correction, and
guessing what the
speaker will say).
Oxford and Nyikos
(1989)
In contrast, some
studies found
males to use
learning strategies
more than
females• Males
were more likely to
use a variety of
learning strategies
than females in a
study of adult
Vietnamese
refugees
(Tran 1988)
Examined ninety
undergraduate
foreign language
learners, found a
“relatively minor”
difference between
male and female
learners with
females making a
greater use of
social interaction
strategies.
Politzer (1983)

10. Motivation most significant factor (followed
by experience studying English and gender)
affecting choice of LLS
(Khamkhien 2010)
Strategy use was affected by motivational
level instead of a particular motivational
orientation (instrumental or integrative)
(MacLeod 2002)

11. Students’ motivation is influenced by their learning goals,
purposes or reasons of learning the L2, as well as clear
application to real-life contexts
(Rahimi, Riazi & Saif, 2008)
Two types of motivation – focus on Language Learning :
(Gardner & Lambert, 1972, as cited in Kamarul &
Amin,2012)
1) Integrative/ Universal – to integrate with the language
community/users
2) Instrumental/ Concrete – to get good grades, for
career development, for leisure reading

13. High-proficiency students used compensation
strategies more frequently than others while low-
proficiency ones used social strategies most.
(Paul 2011)
High-level English proficiency students used
more strategies more frequently. (Rao 2012)
Proficient learners applied all types of strategies
more frequently than the lower ones.
(Adel, 2011; Farzad, Mahnaz, &
NedaSalahshour, 2013).

14. High-proficiency – metacognitive and social
strategies.
Low-proficiency – cognitive and compensation
strategies
(Tatsuya, 2002)
Proficient students used more overall strategies,
but significantly more cognitive, metacognitive
and affective strategies than less-proficient ones.
(Radwan 2011)

15. SOCIOECON
OMIC
STATUS

16. Students from more affluent homes can afford to
go to tutorial schools to strengthen their learning
while poorer student cannot
(Kamarul & Mohamed Amin, 2012 &Tam, 2013).
Students with higher educated parents generally
used more LLSs and applied them outside
classroom and for exams .
Cognitive and Social Strategies (Nazali (1999) in
Kamarul & Mohamed Amin (2012); Kamarul &
Mohamed Amin, 2012)

17. Students from wealthier families deployed
more LLSs outside classroom and for exams .
(Kamarul & Mohamed Amin, 2012)
People with different socioeconomic
statuses have different resources to support
personal development
(Tam, 2013)
Those who come from wealthier and higher
status families are proven to have higher
cognitive ability (IQ)
(Kamarul & Mohamed Amin, 2012)

18. REFERENCES
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Farzad, S., Mahnaz, S. & NedaSalahshour. 2013.The relationship between language
learning strategy use, language proficiency level and learner gender. Procedia-Social
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Lumpur: Penerbit Universiti Malaya
Karim Sadeghi & MohammadTaghiAttar. 2013.The relationship between learning
strategy use and starting age of learning EFL. Procedia-Social and Behavioural

19. Khamkhien, A. 2010. Factors affecting language learning strategy reported usage byThai and
Vietnamese EFL students. Electronic Journal of Foreign Language Teaching. 7(1), 66- 85. From
http://e-flt.nus.edu.sg/v7n12010/khamkhien.pdf [March 20, 2014]
MacLeod, P. 2002.Take two language learners: A case study of the learning strategies of two
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learning strategies of Bangladeshi learners and its correlation with the proficiency level.Thesis
submitted to the Department of English and Humanities of BRAC University In partial
fulfillment of the requirements for the degree of Master of Arts in Applied Linguistics and ELT
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