1) Motivation is a key factor influencing language learners' strategy use, with more motivated learners using strategies more frequently and adopting a wider range of strategies. 2) Proficiency level also impacts strategy use, with intermediate learners favoring metacognitive strategies and beginners using translation more, and high proficiency learners using cognitive and metacognitive strategies more. 3) Other learner characteristics like learning style preferences, gender, and length of time studying a language can influence the language learning strategies adopted. Females and those studying longer tend to use a greater variety of strategies.

1. 5 factors
affecting
learners
language
strategies! :3

3. Motivation
Carnegie Mellon
• Students will be more motivated if they
know what goals are they working
towards.
• No goals means that they would not have
the spirit to learn because there are no
target to achieve.

4. Motivation is divided into two
(Kendra Cherry)
INTRINSIC
EXTRINSIC
• Own satisfaction
• Performing an activity for
the sake of its own sake
rather than external
reward.
• We are motivated to do
something to get reward
or to avoid a punishment.

5. Mc Intyre and Noels (1996)
• More motivated learners used more LLS and
they tend to use it more frequently compared to
the less motivated learners.
• Motivated learner adopt more LLS and used
them more frequent compared to the less
motivated.
Oxford and Nyikos (1989)
• Motivation is an important factor influencing the
LLS usage.

6. Tamada (1996)
• Integrative and instrumental
motivation had a significant effect on
learner’s choice of LLS.

7. LEVEL OF
INTELLIGENCE

8. O’Malley et al (1985b)
• Intermediate student uses more
metacognitive strategies than the
beginner.
• Translation strategies was used more by
beginners.
Chen (1990)
• Low-proficiency students employed more
communication strategies than the highproficiency ones.

9. Chen (2002)
• Cognitive and metacognitive strategies showed
very high correlations with the proficiency
level of the participants and were used by highproficiency learners.
• Compensation strategies favored by both high-
and low-proficiency students with the lowproficiency students outperforming the highproficiency students in their use of such
strategies.

11. (Ehrman and Oxford, 1990 ; RossiLe, 1995; among others)
• Individual’s learning styles preferences
influence the type of LLS they use.
Rossi- Le (1995)
• Learners who favors group study are
shown to use social and interactive
strategies, such as working with peers or
requesting clarification.

13. ( Politzer, 1983 ; Hashim and Salih, 1994;
Wharton, 2000)
• Females have consistently been reported as using LLS
more frequently than males do.
Oxford and Nyikos (1989)
• Females use more LLS than males of formal practice
strategies, general study strategies, and conversational
input elicitation strategies.
• As for example, asking to speak slowly, requesting
pronunciation correction and guess what the speaker
will say.

15. Ramirez (1986)
• Years of learning affected the use of nine
(out of 50) strategies indicated in the
inventory.
Purdie and oliver’s (1999)
• study showed that student who had been in
Australia for a longer period of time ( 3 or
less years or 4 or more) obtain significantly
higher mean scores for cognitive strategy
and for memory strategies.