This document summarizes 5 factors that affect language learning strategies: motivation, learning styles, experiences in studying, proficiency level, and gender. Motivation was found to be a major predictor of strategy use, with more motivated learners using strategies more frequently. Learning style also impacted strategy use, such as extroverts preferring social strategies and introverts using metacognitive strategies more. Learners' experiences studying abroad and length of time studying a language affected their strategy choices. Proficiency level correlated with different strategy use, with more advanced learners using metacognitive strategies more. Gender differences were also seen in strategy preferences.

1. 5 Factors Affecting
LLS
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By Marco Arlden
A149911
TESL
UKM, Bangi

2.  Motivation
 Learning Styles
 Experiences in Studying
 Proficiency Level
 Gender
The 5 Factors

3.  More motivated learners used more learning
strategies, and more frequently (McIntyre &
Noels 1996)
 Strategy use was affected by motivational level
instead of a particular motivational orientation
(instrumental or integrative) (MacLeod 2002)
 One of the major predictors of the use of LLS
by Persian learners (Rahimi et al. 2008)
Motivation

4.  Extroverts show a strong preference for social
strategies, introverts use metacognitive
strategies more frequently (Ehrman & Oxford
1990)
 Learners who favour group study tend to use
social and interactive strategies (Rossi-Le 1995)
 There were qualitatively significant difference
between Iranian EFL learners’ perceptual
learning style preferences and LLS (Alireza &
Abdullah 2010)
Learning Style

5.  Study showed that students who had been in
Australia for a longer period of time (3 or less
years and 4 or more) obtained significantly
higher mean scores for cognitive strategies and
for memory strategies ( Purdie and Oliver’s
1999)
 Studying abroad contributed to language
learning strategy choices (Opper, Teichler &
Carlson 1990)
Experiences in Studying

6.  Differing levels of proficiency gave rise to
differing frequencies of strategy use -
intermediate students used metacognitive
strategies more than beginners, while the latter
used more translation strategies (O’Malley et
al. 1985)
 Low-proficiency students outperformed the
high-proficiency ones in their use of
compensation strategies (Chen 2002)
Proficiency Level

7.  Cognitive and metacognitive strategies show
correlations with high language proficiency
levels (Peacock & Ho 2003)
 Linear correlations between strategy use and
proficiency level were found among Korean
EFL learners and University students in Hong
Kong respectively ( Park 1997; Peacock and
Ho’s 2003)
Proficiency Level

8.  Females used social and metacognitive
strategies most, memory the least; Males used
Metacognitive and Compensation most,
Affective least (Hong-Nam & Leavell 2006)
 Males were more likely to use a variety of
learning strategies than females in a study of
adult Vietnamese refugees (Tran 1998)
 No significant effect on certain strategies like
Memory, Metacognitive and Affective unless
from different majors (Ma 1999)
Gender

9. Thank You