5 factors that affect lls

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5 factors that affect lls

  1. 1. 5 FACTORS THAT AFFECT LLS LEARNER STRATEGIES By: Azroy Bin Japar @ Azri A 143846
  2. 2. 1) MOTIVATION Oxford and Nyikos (1989), found the motivation as the single most important factor influencing strategy use.  McIntyre and Noels (1996) reported that compared with less motivated learners, those who were substantially motivated, tended to adopt more learning strategies and used them more frequently.  More motivated students tend to use more strategies than less motivated students.
  3. 3. 2) LEARNING STYLES Studies in this area point to the fact that an individual’s learning style preferences influence the type of LLSs they use (Ehrman andOxford, 1990; Rossi-Le,1995; among others).  Extroverts, for example, show a strong preference for social strategies, while introverts use metacognitive strategies more frequently (Ehrman and Oxford, 1990); learners who favour group study are shown to use social and interactive strategies, such as working with peers or requesting clarification (Rossi-Le, 1995). 
  4. 4.  Every people have different types of learning styles. It actually depends on what learning styles do they comfortable to learn with. If the learning style suits them, it will affect positively and vice versa.
  5. 5. 3) GENDER In the majority of these studies, females have consistently been reported as using LLSs more frequently than males (Politzer, 1983; Hashim and Salih, 1994; Sy, 1994;Wharton, 2000).  Females reported greater overall usage of strategy than males in many studies.  Sometimes males surpassed females in the use of a particular strategy. 
  6. 6. 4) AGE Young learners use various strategies that is easy and simple compared to adult learners that use more advanced strategies (Ehrman & Oxford, 1995)  Ok (2003) investigated the effect of school years, Third-year students had higher mean scores than first-year students in two strategy groups, namely, compensation and memory.  Adult people and advanced students have got more complex strategies than youngers. 
  7. 7. 5) PROFICIENCY A high level of proficiency has been associated with an increased use of both direct and indirect strategies (Chang, 1990; Green and Oxford, 1995; Park, 1997; Chen, 2002; among others).  Cognitive and metacognitive strategies show high correlations with high language proficiency levels (Ku, 1995; Peacock and Ho, 2003).  A study by Chen (1990) showed that highproficiency learners mainly employed linguisticbased communication strategies (such as using synonyms) more frequently than low-proficiency learners, while the latter mainly made use of knowledge-based strategies. 
  8. 8. THE END

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