The document discusses language learning strategies (LLS) and factors affecting them, including motivation, gender, learning styles, cultural background, and religion. It emphasizes that motivation is crucial for success in language learning, while gender influences the usage of LLS, with females reportedly using them more frequently. Additionally, it highlights that individual learning styles and cultural contexts shape the strategies employed by learners.

1. Made By:
Nik Zulaikha Yasmine Binti Zulkepli
B.Ed (Hons) TESL
Faculty of Education
Universiti Kebangsaan Malaysia

2. Language Learning Strategies
 LLS is what learners DO to LEARN a language.
 Language Learning Strategies (LLS) are plans and/or
actions that learners take to improve their process of
language learning. (Amin, 2000)

3.  LLS are used by people so that they can learn
second/different language better.
 Learning Styles can be taught. (according to need
 Learning Strategies cannot be taught but can be use
in LLS.

4. Hence, to be an excellent LLS student, we must know the
factor that affecting the LLS . There are 5 common factors
that are easy to be detected and that are:
1. Motivation
2. Gender
3. Learning Styles
4. Cultural Background
5. Religion and Worship

5. 1. MOTIVATION
 Is one of the most wanted thing for every person,
 Keep someone to keep moving forward,
 Be the light in one’s life to guide them to do
something,

6.  Motivation is regarded as the key to success in
language learning (Dornyei 1990; Gardner 1985;
Nunan 1999)
 An experiment carried out by
Oxford and Nyikos (1989) on 1200
foreign language learners in USA shows that
motivation is the most affective factor in LLS.

7.  Gardner and Lambert (1972) found that the attitude and
motivation of students of a second language has a
significant influence on language learning.

8. 2. GENDER
 In a research, it is stated that girls have a faster
verbal skills and mature earlier than most boys do.
(Maccoby and Jacklin, 1974)

9. • In an experiment conducted by Cross (1983),
it is said that the skills in LLS also have
connection to the gender of the teacher itself.
 For example, if the language
teacher is a woman, she will be
taken as a role model for the girls
student but not for the boys
student.

10.  Oxford and Nyikos (1989) made a conclusion that gender
differences have great and significant influence on the LLS
students. They found out that girls are more often to use the
LLS than boys do.
 Females have consistently been reported as using LLSs more
frequently than males (Politzer, 1983; Hashim and Salih, 1994;
Sy, 1994;Wharton, 2000).

11. 3. LEARNING STYLES
 An individual’s learning style
preferences influence the
type of LLSs they use.
(Ehrman andOxford, 1990;
Rossi-Le, 1995; among
others)

12.  This is because people are different and have different
skills in learning new language.
 Thus, they need a different styles to learn and have to
find which styles they prefer so that they can apply it in
learning process.

13.  Extroverts, for example,
show a strong preference
for social strategies, while
introverts use
metacognitivae strategies
more frequently (Ehrman
and Oxford, 1990)

14. 4. CULTURAL BACKGROUND
 A simple observation shows that different students of
ethics, culture and nationality DO NOT have the same way
of learning (Pennycook 1997; Pierson 1996)

15.  Bedell (1993) found
that different
cultural groups use
particular kinds of
strategies at
different levels of
frequency (cited in
Oxford et al., 1995)

16.  Asian students tend to prefer rote memorisation and rule-oriented
strategies (Politzer & McGroarty, 1985).
 For instance, Taiwanese students seem far more
structured, analytical, memory-based, and
metacognitively oriented than other groups (Oxford,
1994).

17.  LLS theory also states that the language is part of
culture and culture is part of the language.

18. 5. RELIGION AND WORSHIP
 The influence of religion and religious views form the
language-learning domain, which is capable of
producing treatments and special thoughts to
facilitate language learning.
 For example, the position of Latin as the language of
God to the people Greek , or Sanskrit as the language
of the Veda scriptures to the Hindu religion .

19.  One of the advices towards the human:

20.  In Malaysia, we can see the unique of Arabic language in
the Islam believers.
 They recite prayers and read Al-Quran in Arabic language,
mostly were taught ever since they were a child.
Islam
religion
Culture
Arabic
language

21. CONCLUSION
 There are many factors that affecting LLS, but the most
common detected factors are
1. Motivation
2. Gender
3. Learning Styles
4. Culture Background
5. Religion and Worship