Factors Affecting the Usage of LLS

1. 5 Factor Affecting Usage of LLS
NURUL AKMAR BT MOHAMAD NOOR
A150551

2. LEVEL OF 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.(Ku, 1995; Peacock and
Ho, 2003), shows that cognitive and metacognitive
have high correlations with high language proficiency
levels.Study showed that there are significant
correlations between strategy use and proficiency
level by 1006 English for Academic Purpose students
in eight different majors in Hong Kong (Peacock and
Ho, 2003)

3. Chen (1990) found that low proficiency students
employed more communication strategies that the
high proficiency levels because high proficiency
learners mainly employed linguistics-based
communication strategies more frequently than low
proficiency learners, while latter mainly made use of
knowledge-based strategies.

4. MOTIVATION
Oxford and Nykes (1989), found latter as the single
most important factor influencing strategies 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.Yang (1999) studied the relationship
between self perceived motivation and their use of
LLS and the results showed a positive correlation
between the level of motivation and the use of LLS

5. MOTIVATION
McLeod (2002), found out that the strategy use was
not affected by participant’s particular motivational
orientation, but, rather by motivational level.

6. LEARNING STYLES
Individual learning styles preferences influence the
types of LLS they use (Ehrman and Oxford ,1990;
Rossi-Lee, 1995; among others)Extroverts show a
strong preference for social strategies while introverts
use more of metacognitive strategies (Ehrman and
Oxford, 1995)Rossi-Lee, 1995) stated that social and
interactive strategies was used more by learners who
favored group learning.

7. GENDER
Studies stated that female have consistently using
LLS more frequently than males. (Politzer, 1983;
Hashim and Salih, 1994; Sy, 1994; Wharton,
2000)Trans (1998), study of Vietnamese immigrant
show s that, males from age 19 to 92, in USA, made
greater use of LLS to learn and improve their
language skills.

8. EXPERIENCE IN STUDYING
Ramirez (1986) showed that the years of language
learning affected the use of nine (out of 50) strategies
indicated in the inventory.Ok (2003), investigated the
effect of school on LLS use but found no evidence
that learners LLS use in all six categories during a
certain school year. Third-year students had higher
mean scores than first-year students in two strategy
groups, namely, compensation and memory.

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