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

1. MARZI TA BI NTI MAT AMI N
P79079
FAKULTI PENDI DI KAN, UKM

3. GENDER

4. Examined ninet y undergraduat e f oreign language
learners, f ound a “relat ively minor” dif f erence bet ween
male and f emale learners wit h f emales making a great er
use of social int eract ion st rat egies.
Polit zer (1983)
Examined ninet y undergraduat e f oreign language
learners, f ound a “relat ively minor” dif f erence bet ween
male and f emale learners wit h f emales making a great er
use of social int eract ion st rat egies.
Polit zer (1983)
Females report ed more f requent st rat egy use t han
males of f ormal pract ice st rat egies, general st udy
st rat egies and conversat ional input elicit at ion
st rat egies
(e.g. asking t o speak slowly, request ing pronunciat ion
correct ion, and guessing what t he speaker will say).
Oxf ord and Nyikos (1989)
Females report ed more f requent st rat egy use t han
males of f ormal pract ice st rat egies, general st udy
st rat egies and conversat ional input elicit at ion
st rat egies
(e.g. asking t o speak slowly, request ing pronunciat ion
correct ion, and guessing what t he speaker will say).
Oxf ord and Nyikos (1989)

5. Females used Social and Met acognit ive st rat egies most ,
Memory t he least ; Males used Met acognit ive and
Compensat ion most , Af f ect ive least
(Hong-Nam & Leavell 2006)
Females used Social and Met acognit ive st rat egies most ,
Memory t he least ; Males used Met acognit ive and
Compensat ion most , Af f ect ive least
(Hong-Nam & Leavell 2006)
Females use signif icant ly more learning st rat egies t han
males
(Green & Oxf ord 1995; Gu 2002; Razak et al. 2012)
Females use signif icant ly more learning st rat egies t han
males
(Green & Oxf ord 1995; Gu 2002; Razak et al. 2012)
I n cont rast , some st udies f ound males t o use learning
st rat egies more t han f emales Males were more likely t o
use a variet y of learning st rat egies t han f emales in a
st udy of adult Viet namese ref ugees
(Tran 1988)
I n cont rast , some st udies f ound males t o use learning
st rat egies more t han f emales Males were more likely t o
use a variet y of learning st rat egies t han f emales in a
st udy of adult Viet namese ref ugees
(Tran 1988)

6. AGE

7. 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)
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)
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)
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)

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

9. MOTIVATI
ON

10. St rat egy use was af f ect ed by mot ivat ional level inst ead
of a part icular mot ivat ional orient at ion (inst rument al or
int egrat ive)
(MacLeod 2002)
St rat egy use was af f ect ed by mot ivat ional level inst ead
of a part icular mot ivat ional orient at ion (inst rument al or
int egrat ive)
(MacLeod 2002)
St udent s’ mot ivat ion is inf luenced by t heir learning
goals, purposes or reasons of learning t he L2, as well as
clear applicat ion t o real-lif e cont ext s
(Rahimi, Riazi & Saif , 2008)
St udent s’ mot ivat ion is inf luenced by t heir learning
goals, purposes or reasons of learning t he L2, as well as
clear applicat ion t o real-lif e cont ext s
(Rahimi, Riazi & Saif , 2008)
Mot ivat ion most signif icant f act or (f ollowed by
experience st udying English and gender) af f ect ing
choice of LLS
(Khamkhien 2010)
Mot ivat ion most signif icant f act or (f ollowed by
experience st udying English and gender) af f ect ing
choice of LLS
(Khamkhien 2010)

11. Two t ypes of mot ivat ion – f ocus on Language Learning :
(Gardner & Lambert , 1972, as cit ed in Kamarul & Amin,
2012)
Two t ypes of mot ivat ion – f ocus on Language Learning :
(Gardner & Lambert , 1972, as cit ed in Kamarul & Amin,
2012)
Integrative/
Universal – t o
int egrat e wit h
t he language
communit y/ user
s
Integrative/
Universal – t o
int egrat e wit h
t he language
communit y/ user
s
Instrumental/
Concrete – t o
get good
grades, f or
career
development ,
f or leisure
reading
Instrumental/
Concrete – t o
get good
grades, f or
career
development ,
f or leisure
reading

12. SOCIOECONOMIC
STATUS

13. St udent s f rom wealt hier f amilies deployed more LLSs
out side classroom and f or exams .
(Kamarul & Mohamed Amin, 2012)
St udent s f rom wealt hier f amilies deployed more LLSs
out side classroom and f or exams .
(Kamarul & Mohamed Amin, 2012)
St udent s wit h higher educat ed parent s generally used
more LLSs and applied t hem out side classroom and f or
exams .
Cognit ive and Social St rat egies (Nazali (1999) in
Kamarul & Mohamed Amin (2012); Kamarul & Mohamed
Amin, 2012)
St udent s wit h higher educat ed parent s generally used
more LLSs and applied t hem out side classroom and f or
exams .
Cognit ive and Social St rat egies (Nazali (1999) in
Kamarul & Mohamed Amin (2012); Kamarul & Mohamed
Amin, 2012)
St udent s f rom more af f luent homes can af f ord t o go t o
t ut orial schools t o st rengt hen t heir learning while
poorer st udent cannot
(Kamarul & Mohamed Amin, 2012 & Tam, 2013).
St udent s f rom more af f luent homes can af f ord t o go t o
t ut orial schools t o st rengt hen t heir learning while
poorer st udent cannot
(Kamarul & Mohamed Amin, 2012 & Tam, 2013).

14. Those who come f rom wealt hier and higher st at us
f amilies are proven t o have higher cognit ive abilit y (I Q)
(Kamarul & Mohamed Amin, 2012)
Those who come f rom wealt hier and higher st at us
f amilies are proven t o have higher cognit ive abilit y (I Q)
(Kamarul & Mohamed Amin, 2012)
People wit h dif f erent socioeconomic st at uses have
dif f erent resources t o support personal development
(Tam, 2013)
People wit h dif f erent socioeconomic st at uses have
dif f erent resources t o support personal development
(Tam, 2013)

15. LEVEL OF
PROFICIENCY

16. High-prof iciency st udent s used compensat ion
st rat egies more f requent ly t han ot hers while low-
prof iciency ones used social st rat egies most
(Paul 2011)
High-prof iciency st udent s used compensat ion
st rat egies more f requent ly t han ot hers while low-
prof iciency ones used social st rat egies most
(Paul 2011)
High-level English prof iciency st udent s used more
st rat egies more f requent ly
(Rao 2012)
High-level English prof iciency st udent s used more
st rat egies more f requent ly
(Rao 2012)

17. High-prof iciency – met acognit ive and social st rat egies.
Low-prof iciency – cognit ive and compensat ion st rat egies
(Tat suya, 2002)
High-prof iciency – met acognit ive and social st rat egies.
Low-prof iciency – cognit ive and compensat ion st rat egies
(Tat suya, 2002)
Prof icient learners applied all t ypes of st rat egies more
f requent ly t han t he lower ones.
(Adel, 2011; Farzad, Mahnaz, & NedaSalahshour, 2013).
Prof icient learners applied all t ypes of st rat egies more
f requent ly t han t he lower ones.
(Adel, 2011; Farzad, Mahnaz, & NedaSalahshour, 2013).
Prof icient st udent s used more overall st rat egies, but
signif icant ly more cognit ive, met acognit ive and
af f ect ive st rat egies t han less-prof icient ones.
(Radwan 2011)
Prof icient st udent s used more overall st rat egies, but
signif icant ly more cognit ive, met acognit ive and
af f ect ive st rat egies t han less-prof icient ones.
(Radwan 2011)

18. Adel, A. R. 2011. Ef f ect s of L2 pr of iciency and gender on choice of language lear ning st r at egies
by univer sit y st udent s maj or ing in English. The Asian EFL J our nal Quar t er ly. 13 (1), 114-162.
Fr om ht t p:/ / www.asian-ef l-j our nal.com/ PDF/ Mar ch-2011.pdf # page=114 [Mar ch 25, 2014].
Far zad, S., Mahnaz, S. & NedaSalahshour . 2013. The r elat ionship bet ween language lear ning
st r at egy use, language pr of iciency level and lear ner gender . Pr ocedia-Social and Behaviour al
Sciences 70. 634-643. Fr om
ht t p:/ / linkinghub.elsevier .com/ r et r ieve/ pii/ S1877042813001043 [Mar ch 25, 2014]
Hong-Nam, K. & Leavell, A.G. 2006. Language lear ning st r at egy use of ESL st udent s in an
int ensive Eng-lish lear ning cont ext . Syst em 34: 399–415
Kamar ul Shukr i Mat Teh & Mohamed Amin Embi. 2012. Var iasi Penggunaan St r at egi Pembelaj ar an
Bahasa. Dlm. St r at egi Pembelaj ar an Bahasa, hlm. 79-105. Kuala Lumpur : Pener bit Univer sit i
Malaya
Kar im Sadeghi & Mohammad Taghi At t ar . 2013. The r elat ionship bet ween lear ning st r at egy use
and st ar t ing age of lear ning EFL. Pr ocedia-Social and Behaviour al Sciences 70. 387- 396.
Fr om ht t p:/ / ac.els-cdn.com/ S1877042813000773/ 1-s2.0-S1877042813000773- main.pdf ?
_t id=36c013ce-b0a5-11e3-8861-
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