Five factors that affect language learning strategy usage are identified: 1. Gender - Females tend to use cognitive, metacognitive, and social strategies more than males. 2. Learning experiences - Students with additional English study experiences use cognitive and metacognitive strategies more. 3. Learning style - An individual's background and learning style influence their choice of strategies. 4. Motivation - Motivation directly impacts how often, how much, and how well students use language learning strategies. 5. Proficiency - More proficient learners use strategies more frequently than elementary learners.

1. 5 FACTORS AFFECTING
LANGUAGE LEARNING
STRATEGIES USAGE
NURFATIHAH BINTI MD MOKHTAR
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PROF. DR. MOHAMED AMIN EMBI

2. Gender
 Chang (2007)
 female learners showed significantly greater use of language learning strategies than
did male learners in three of six categories on the SILL: cognitive strategies,
metacognitive strategies, and social strategies

3. Experiences in studying
English
 Khamkhien (2010)
 Thai students who had additional experience in studying English in the
language centre and/or of going abroad for not more than four months used
Cognitive and Metacognitive categories significantly more frequently than
those who had no additional experience
 Thai students experience in studying English has an effect on the choices of
language learning strategies, particularly in the use of Cognitive and
Metacognitive categories in learning English

4. Learning Style
 Rossi-Le (1989)
 the study demonstrated that an individual's background and learning style preference
influence the types of learning strategies that he/she will employ in acquiring a
second language

5. Motivation
 Oxford (1994)
 Research shows that motivation directly influences how often students use L2
learning strategies, how much input they receive in the language being learned, how
well they do on curriculum-related achievement tests, how high their general
proficiency level becomes and how long they persevere and maintain L2 skills after
language study is over.

6. Proficiency
 Kalajahi, Nimehchisalem, Pourshahian (2012)
 Turkish learners of English make use of LLS slightly greater than the other groups
 In contrast, elementary learners make less use of LLS compared with the other groups

7. References
 Chang, C.Y. 2007. A Study of Language Learning Strategies Used by
College EFL Learners in Taiwan
 Khamkien, A. 2010. Factors Affecting Language Learning Strategy
 Reported Usage by Thai and Vietnamese EFL Learners
 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

8.  Oxford, R. 1994. Language Learning Motivation: Expanding the Theoretical
Framework. The Modern Language Journal Volume 78, Issue 1 : 12–28
 Rossi-Le, L. 1989. Perceptual Learning Style Preferences and their
relationship to Language Learning Strategies in adult students of English
as a Second Language