2. (Gardner ,1985)

Motivation and attitudes are the primary sources contributing to individual
language learning. The phenomenon of motivation as consisting of four
components: a goal, effort, want, and attitudes toward the learning activity.
(Oxford and Nyikos ,1989)
 Indicate that the learners with high motivation to learn a language will like
use a variety of strategies
(Tamada, 1996)
 Both intergrative and instrumental motivation had a significant effect on
learners’ choice of LLSs.
(Chang and Huang, 1999)

The study showed that the total number of learning strategies were
associated with motivational level.

Social strategies were the least frequently used strategies by the
participants and the only one associated with extrinsic motivation.
(MacLeod, 2002)
 The strategy use was not affected by the participants’ particular
motivational orientation (whether instrumental or integrative), but, rather, by
motivational level.

3. (Politzer, 1983)
 Females have consistently been reported as using LLSs more
frequently than males.
(Green & Oxford, 1995)
 Female students used Compensation and Affective strategies
more frequently than the male ones.
(Tran, 1988; Wharton, 2000)
 Males used learning strategies more than females when
learning a language.
(Griffiths, 2003)
 A significant relationship between strategy use and course level
was found, while there was no statistically significant
differences according to either gender or age with strategy
use.

4. 


(Hong-Nam and Leavell ,2006), have done an investigation
on learning strategy used by 55 students learning English
as a second language (ESL) .
The results showed the students preferred to use Meta
cognitive strategies, where they interpret the least use of
Affective and Memory strategies.
There are differences which are females engaged in
strategy use more frequently than males.

6. (Politzerof & McGroarty,
1985)
 To use certain types of
strategies, and many
language learning
strategies may be based
on ethnocentric
assumptions about
effective language
learning.
(Bedell ,1993)
 Different cultural groups
use particular kinds of
strategies at different
levels of frequency
(cited in Oxford et al.,
1995). Furthermore,
Asian students
(O’Malley & Chamot, 1990)

Asian students prefer
their own established
rote learning strategies,
and showed Asian
students to be less
willing than Hispanic
students to try new
learning techniques
(O’Malley et al., 1985)
(Oxford, 1994)

Taiwanese students
seem far more
structured, analytical,
memory-based, and
metacognitively
oriented than other
groups.

7. Purdie and Oliver, 1999
 The language learning
strategies used by bilingual
school-aged children
coming from three main
cultural groups: Asian
(predominantly Vietnamese
or Chinese dialect
speakers), European
(children who spoke Greek
and those who identified
themselves as speakers of
Macedonian), and speakers
of Arabic.
Carlson, 1990
 Studying abroad is
deemed to have an
influence on students’
thought and learning
style, especially in their
actual ability in
language learning.
(Oxfords,1996)
 there are other factors
including culture and
nationality that can
influence on learning
strategies’ choices.