Presentation on 5 factors that affect LLS.

1. 5 Factors Affecting LLS
BY: Novelia Bernice Jeffree
(A150959)

2. Gender
• Females apply language learning strategies
more often than the males (Green & Oxford,
1995; Gu 2002; Goh & Kwah, 1997)
• Metacognitive and Social strategies are used
the most while Memory strategy is used the
least by females. Males use Metacognitive and
Compensation strategies the most while
Affective strategies the least. (Hong-Nam and
Leavell, 2006)

3. Proficiency Level
• Learners with distinctive dialect capability receive
diverse examples and frequencies of LLS (Oxford
& Burry-Stock, 1995).
• Turkish learners of English make utilization of LLS
marginally more prominent than alternate
gatherings.(Kalajahi, Nimehchisalem &
Pourshahian,2012)
• Capable understudies had a tendency to utilize
more dialect learning methods(Oxford & Nyikos
1989)

4. Motivation
• A vital variable that influences LLS (Oxford &
Nyikos, 1989).
• More roused learners, utilize more systems, all
the more every now and again. (McIntyre &
Noels, 1997).
• Number of learning systems partners with
level of inspiration (Chang & Huang, 1999).

5. Age
• Young children utilize methods in an errand
particular way while more established kids and
grown-ups use more generalized techniques.
(Ellis 1994).
• Young children use simple learning strategies
while older learners’ strategies are sophisticated
and complex.
• Mature students apply affective strategies
because they are conscious of the learning
process.

6. Learning Styles
• Understudies with distinctive learning styles
regularly pick procedures that reflect their
style inclination (Green & Oxford 1995).
• Learning techniques don't work without
anyone else present yet are specifically
attached to the learner's underlying styles and
other identity related variables in the learner
(Brown 2000 as cited in Cohen 1998).

7. • Outgoing people show solid inclination for
social systems; self observers utilize more
metacognitive methodologies all the more
regularly (Ehrman & Oxford, 1990).

8. References
• Khamkhien, A. (2010). Factors affecting language learning strategy reported
usage by Thai and Vietnamese EFL learners. Electronic Journal of foreign
Language teaching, 7(1), pp.66--85.
• Chi, K. H. T. 2013. A study on language learning strategies (llss) of university
students in Hong Kong. Taiwan Journal of Linguistics 11(2): 1-42
• Kalajahi, S.A.R. Nimehchisalem,V. Pourshahian, B. 2012. How Do
English Language Learners Apply Language Learning Strategies in Different
Proficiency Levels? A Case of Turkish EFL Students
• Lee, C. (2010). An overview of language learning strategies. Arecls, 7, pp.132--
152.
• Oxford, R. & Nyikos, M. 1989. Variables affecting choice of language learning
strategies by university students. Modern Language Journal 73: 291-300
• McIntyre, P.D. & Noels, K. 1996. Using social–psychological variables to predict
the use of language learning strategies. Foreign Language Annals 29: 373-386.

9. • Chang, S.J. & Huang, S.C. 1999. Language learning motivation and learning
strategies of Taiwanese EFL students. Washington DC; Department of
Education.
• Sadeghi, K. and Khonbi, Z. (2012). Learners’ Starting Age of Learning EFL
and Use of Language Learning Strategies. English Language Teaching, 6(1),
p.28.
• Erhman M. & Oxford R. 1990. Adult language learning styles and strategies
in an intensive training settings. Modern Language Journal 74: 311-326.
• Gilakjani, A. P. 2012. Visual, auditory, kinaesthetic learning styles and their
impacts on English language teaching. Journal of Studies in Education
2(1)
• Shakarami, A & Mardziha H. Abdullah. 2010. Language learning strategies
and styles among Iranian engineering and political science
graduate students studying abroad. Educational research and reviews
5(2): 035-045