Five factors that affect language learning strategies are discussed: gender, proficiency level, motivation, age, and learning styles. The document reports that females and more proficient learners tend to use strategies more often. Motivation is also a vital influence, with highly motivated learners using more strategies. Younger learners employ simpler strategies while older learners' strategies are more sophisticated. Learning styles also impact strategy use, with different styles correlating with different types of strategies.

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

2. GENDER
• Females apply language learning strategies
more often than the males (Chi, 2013).
• According to Green and Oxford (1995),
females tend to apply more Social and
Affective Strategies (Chi, 2013).

3. PROFICIENCY LEVEL
• Learners with different language proficiency
apply different types and frequencies of
LLS (Alhaisoni, 2012).
• Learners with better proficiency apply more
language learning strategies (Lee, 2010).

4. MOTIVATION
• A vital variable that influences LLS (Chi, 2013).
• Gardner (1985) stated that motivation and
attitudes are essential sources helping individual
in language learning. (Khamkien, 2010).
• According to Oxford and Nyikos (1989), highly
motivated language learners tend to use more
language learning strategies (Khamkhien, 2010)

5. AGE
• Young children apply methods in task-specific
way while more advanced kids and grown-ups
use more generalized techniques (Sadeghi and
Khonbi, 2012).
• Young children use simple learning strategies
while older learners’ strategies are sophisticated
and complex (Sadeghi and Khonbi, 2012).
• Mature students apply affective strategies
because they are conscious of the learning
process (Sadeghi and Khonbi, 2012).

6. LEARNING STYLES
• Based on Ehrman and Oxford (1989),
students, when are not forced to use certain
set of strategies, regularly pick strategies that
reflect their learning style (Oxford, 2003).
• Students whose learning styles are individuals
or kinesthetic are more likely to apply
Cognitive strategies while students who are
visually-oriented will tend to apply Affective
Learning Strategies (Sheorey and Choi, 2002).

7. 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
• Lee, C. (2010). An overview of language learning strategies. Arecls, 7,
pp.132--152.
• 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.
• Alhaisoni, E. (2012). Language Learning Strategy Use of Saudi EFL Students
in an Intensive English Learning Context. ASS, 8(13).
• Sheorey, R. and Choi, N. (2002). Predicting Learning Strategies From
Learning Styles of ESL Students: An Exploratory Study. Journal of College
Literacy and Learning, Volume 31.
• Oxford, R. (2003). Language Learning Styles and Strategies: An
Overview. Learning Styles and Strategies, pp.1-25.