3. • American University of Beirut (AUB) studied
that females make more effort and used more
strategies than males.
• Ehrman and Oxford (1988) said that females
used more strategies than males on four SILL
factors:
– general strategies
– authentic language use
– searching for and communicating meaning
– self-management strategies.
5. • White (1993) studied LLS use by specific age
groups of learners of French and Japanese in
New Zealand and found that learners aged
over thirty used metacognitive self-
management strategies more than those who
were younger.
7. • Motivation of language learners is said to be influential
on the selection and use of strategy in various studies.
• Oxford and Nyikos (1989: 295) asserted that motivation
had a “pervasive influence on the reported use of
specific kinds of strategies…” ,
• While Nyikos and Oxford (1993), reporting on a study
of university language learners in the USA who were
taking a language as a requirement, reported that the
students concentrating on obtaining good grades
focused on formal, rule related processing strategies
and academic study strategies, rather than on
strategies which improve skills for authentic and
communicative language use.
9. • The main finding in Bedell's (1993) study cited in
Oxford, et. al. (1995) was that learners from
various cultural backgrounds use certain types of
strategies at different levels of frequency.
• Oxford and Nyikos (1989) believe that particular
strategies are often chosen because they are
compatible with a students culturally influenced
learning style.
• In a study conducted by Politzer (1983), Hispanics
were found to use mainly social strategies,
• While Asians presented a clear preference for
rote memorization, probably because of their
past school experiences.
11. • Studies in Greece (Giavrimis, Papanis, Rumeliotou,
2007) and abroad (Coleman, Campbell, Hobson,
McPartland, Weinfeld and York, 1966; Grinion, 1999)
have shown that students of a higher socio-economic
status differ from those of a lower one in the so called
cultural capitaL.
• Socio-economically advantaged parents often have
more success in preparing their children for school,
because they have access to a wide range of resources
to promote and support their development.
• On the contrary, when basic necessities are lacking,
parents major priority is survival, and usually there is
no time, energy or knowledge to foster children
development and school readiness.
12. • In accordance to Bernstein and Henderson
(1969), Bourdieu et al. claimed that low socio-
economic status students lack the necessary
cultural products that enhance learning, and
have poor metacognitive abilities, which is
reflected primarily in language learning and
school adaptation.
