This document discusses 5 factors that affect language learning strategies: gender, motivation, age, personality, and learning style. It provides details on each factor: gender differences in strategy use between males and females; the relationship between motivation level and strategy use; age differences in learning rates and proficiency levels; the influence of personality traits like extroversion; and how visual, auditory, and kinesthetic learning styles impact strategy preferences. Studies are cited showing the effect of each factor on language learners and their use of various strategies.

1. 5 FACTORS AFFECTING LLS
Norafazira Royal
A149295
Prof. Mohamed Amin Embi

2. FACTORS
 GENDER
 MOTIVATION
 AGE
 PERSONALITY
 LEARNING STYLE

3. GENDER
• Female choose to use more strategies related to
social interaction than male.
According to Politzer (1983), the studies found
that women used significantly more strategies
than males, which explains that women have
stronger social orientation.

4. • Besides, many of the studies reported that
female use LLSs more frequently compared to
male.
Green and Oxford (1995) found that women used
five of the seven types of sensory memory
strategies listed more than men.
Oxford and Nyikos (1989) and Dreyer and
Oxford (1996) reported that females used a
greater number of strategies than
males.

5. MOTIVATION
• Motivation is one of the most important factors
that affect the Language Learning Strategies use.
“Attitude and motivation are important because
they determine the extent to which the
individuals will actively involve themselves in
learning the language ... The prime determining
factor is motivation.”
(Gardner, 1985)

6. • The ones who are highly motivated will always
use the language learning strategies to improve
themselves than the less motivated learners.
McIntyre and Noels(1996) examined the
relationship between LLSs and motivational level
among undergraduate foreign language learners.
The report stated that, compared with less
motivated learners, those who were substantially
motivated, tended to adopt more learning
strategies and used them more
frequently.

7. • Instrumental and integrative motivation affect
the strategies use.
Instrumental motivation :
o Learners with an instrumental motivation want to
learn a language because of a practical reason such
as getting a salary bonus or getting into college.
Integrative motivation :
o Learners who are integratively motivated want to
learn the language because they want to get to know
the people who speak that language. They are also
interested in the culture associated with
that language.

8. According to Tamada (1996), the findings of the
study of 24 Japanese ELS college students in
England showed that both integrative and
instrumental motivation had a significant effect
on learners’ choice of LLSs.
The results of the study by Chang and Huang
(1999) about the relationship between
instrumental and integrative motivation on the
LLS use of 48 Taiwanese graduate and
undergraduate students also showed that the
total number of learning strategies were
associated with motivational level.

9. AGE
• The comparisons of the scores obtained show
that the older learners generally outperformed
the younger learners in all the measurement
times.
• This confirmed the superior learning rate of
older learners or, they can be said as more
efficient learners.
On the other hand, studies that have compared
learners in natural settings after relatively short
periods of time have found that older
starters usually outperform younger
starters (Snow and Hoefnagel-Höhle,
1978).

10. The older starters advance faster in the first
stages of the process of second language
acquisition, which makes them more efficient
learners in the short term, that is to say, they
have a rate advantage.
In contrast, the younger starters are slow at first
but in the long term attain a superior proficiency
level which is sometimes found to be native-like
or almost native-like, that is to say, they have an
ultimate attainment advantage.
(Krashen, Long and Scarcella, 1979)

11. PERSONALITY
• Different personalities also affect language learning
• For example, extroversion may not lead to second
language success, but it may be a trait that encourages
people to continue with their study, which in turn
promotes second language acquisition.
 LLSs are not innate but learnable (Oxford, 1994), broad
justifications have been offered for the evaluation of
personality as a predictor of the Affective English
Language Learning Strategies (AELLSs).
 Individual differences include the study of personality
differences (Hampson & Colman, 1995),
and personality factors that were
shown as important factors in development
of linguistic abilities (Ellis, 1985).

12. Personality factors
• Self esteem
Feeling of self-worth of the individual
• Extroversion/Introversion
Extroverts are sociable, risk-taking, lively and
active
Introverts are quiet and prefer non-social
activities
• Risk-taking
Willingness to take risks

13. • Empathy
Ability to put oneself in another’s place
• Inhibition
Extent to which individuals build defenses to
protect their egos
• Tolerance of ambiguity
Ability to deal with ambiguous stimuli

14. LEARNING STYLE
• Learning style preferences affect the LLS use
• Preferred way in which individuals process
information or approach a task. It is a tendency,
but those individuals favouring one style may
switch to another in some circumstances
Extroverts, for example, show a strong preference
for social strategies, while introverts use
metacognitive strategies more frequently
(Ehrman and Oxford, 1990)

15. • The extroverted learner learns more effectively
through concrete experiences, contacts with the
outside world, and relationships with others.
• They value group interaction and classwork done
together with other students. They are willing to take
conversational risks, but are dependent on outside
stimulation and interaction.
• The introverted learner learns more effectively in
individual, independent situations that are more
involved with ideas and concepts.
• Their strengths are their ability to concentrate on the
task in hand as well as their self-sufficiency; however,
they need to process ideas before speaking which
sometimes leads to avoidance of linguistic risk-taking
in conversation. They will enjoy using computers for
study and review.

16. • Most people tend to use one of their senses
more than the others.
• There are three basic types of learning styles:
Visual learners tend to prefer reading and
studying charts, drawings, and other graphic
information.
Auditory learners prefer listening to lectures
and audiotapes.
Kinesthetic learners will show a preference for
demonstrations and physical activity involving
bodily movement.

17. .THANK YOU.