Five factors affecting LLS based from the research articles.

1. Five Factors Affecting
Language Learning
Strategies
By : Nursyafiqa A’in binti Abd Shukor
(A151293)

2. The Factors Affecting LLS
Mohammad Razimi, Abdolmehdi Riazi &
Shahrzad Saif (2008)
1) Level of language proficiency
2) Motivation
3) Learning style
4) Gender

3. Wu Lin-Fang (2013)
1) Motivation
2) Family background
3) Vocabulary learning strategies
4) Language learning strategies
Attapol Khamkhien (2010)
1) Gender
2) Motivation
3) Experiences in studying a language

4. 1) MOTIVATION
Compared to less motivated learners,
those who were substantially motivated,
tended to adopt more learning strategies
and used them more frequently (Rahimi,
Riazi & Saif, 2008).
Motivation is one of the most important
factors which affect students’ language
learning achievement (Wu, 2013).
Integrative motivation is hypothesized to
be a complex of attitudinal, goal directed

5. 1) MOTIVATION
The total number of learning strategies
were associated with motivational level
(Chang & Huang, 1999).
Motivation and attitudes are the primary
sources contributing to individual
language learning (Gardner, 1985).
Motivation can be the matter explaining
why people decide to do something, how
long they are willing to sustain the
activity, and how hard they are going to
pursue it (Dornyei, 2001).

6. 2) GENDER
Females have consistently been reported
as using LLSs more frequently than males
(Rahimi, Riazi & Saif, 2008).
Female students used Compensation and
Affective strategies more frequently than
male ones (Khamkhien, 2010).
Female participants reported using Social
and Metacognitive strategies most and
Memory strategies the least, while males
favoured the use of Metacognitive and

7. 2) GENDER
Foreign language and second language
studies using the SILL in various countries
have found significantly more frequent
strategies used by females (Wen & Wang,
1996).
Gender was one of the factors affecting
the choices of language learning
strategies. That is, females used Memory
and Metacognitive strategies more
frequently than males.

8. 3) LEVEL OF LANGUAGE
PROFICIENCY
 A high level of proficiency has been associated
with an increased use of both direct and indirect
strategies (Rahimi, Riazi & Saif, 2008).
 Cognitive and Metacognitive strategies show high
correlations with high language proficiency levels
(Ku, 1995; Peacock & Ho, 2003).
 Study on the relationship between
communication strategies and the proficiency
level of L2 learners found that low-proficiency
students employed more communication
strategies than high-proficiency ones (Chen,
1990).

9. 3) LEVEL OF LANGUAGE
PROFICIENCY
 High proficiency learners mainly employed
linguistic-based communication strategies (such
as using synonyms) more frequently than low-proficiency
learners, while the latter mainly made
use of knowledge-based strategies (Chen, 1990).
 Cognitive and Metacognitive strategies showed
very high correlations with the proficiency level of
the participants and were used by high-proficiency
learners. Compensation strategies,
however, were shown to be favoured by both
high- and low-proficiency students, with low-proficiency
students outperforming the high-proficiency
ones in their use of such strategies.

10. 4) LEARNING STYLE/
LANGUAGE LEARNING
STRATEGIES
 Studies in the learning style area point to the fact
that an individual’s learning style preferences
influence the type of LLSs they use (Ehrman &
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).
 Learning strategies are the basic tools for active,
self-directed involvement needed for developing
L2 communicative ability (O’Malley &

11. 5) FAMILY BACKGROUND,
SIBLINGS SIZE AND
ACHIEVEMENT
Family background is one of the important
factors affecting foreign language
proficiency (Wu, 2013).
Men come from privileged families with
large siblings size would suffer less
educational loss than men from less
privileged families with large siblings size
(Blake, 1989).
The educational aspirations among young

12. 5) FAMILY BACKGROUND,
SIBLINGS SIZE AND
ACHIEVEMENT
High socioeconomic status results not only
in more intellectual ability and better
performance in school, but that high
status parents provide more
encouragement and support for
postsecondary education than do low
status parents (Blake, 1989).
Parents’ background will affect grades
positively because higher-educated
parents will place more emphasis on

13. Thank You