This document discusses 5 factors that affect language learning strategies: motivation, socioeconomic status, ethnicity and culture, gender, and age. Motivation refers to a student's desire and effort to learn a second language. Socioeconomic status influences language learning through parents' education level and family income. Different cultures can lead to different learning styles and strengths. Research shows females tend to use metacognitive strategies more while males use more overall strategies. Age is also debated as a factor, as adults have advantages in vocabulary and strategies but children may achieve native-like competency.

1. 5 FACTORS
AFFECTING
LLS

3. MOTIVATION
Ellis (1994a)
Efforts done by the student in learning second language
from the need and desire to learn the language.
Gardner (1985)
One’s level of efforts to learn language because of his own
desire to do so and to feel the satisfaction from doing so.

4. The force of will to acquire something new / learn a
second language and not just from the pressure by
teacher , peer or family.
A motivated student tends to use more strategy to
acquire a second language compared to a less motivated
student.

6. SOCIOECONOMIC
STATUS
Coleman et. al (1996) started the research on how the
socioeconomic status would affect one’s academic
achievement.
Elements to determine the socioeconomic status ;
1. Parents’ academic background
2. Family income

7. Parents with higher academic background involuntarily
become role models for their children to aspire. These parents
use and provide the correct language model with their children
during conversation and informal teaching.
Higher family income = more money to spend on materials that
can stimulate the intellectual activities of the children.

9. ETHNICS AND
CULTURES
Different cultures, ethnics and races give birth to
different types of student with different learning styles.
Surtridge (1997)
Differences in cultural background and educational
system produce different strengths and weaknesses
within students.

10. Corbett (1999)
Some students prefer talking as they are raised in a
community where ideas can be thrown freely. Some others
talk less as they are raised in a community that emphasize on
thinking before talking . . .
Clarke (1996)
Some students grow up in an environment where people talk
freely and spontaneously without fearing about the mistakes
about to be done. Others will feel really embarrassed if they
made mistakes.

12. GENDER
Studies show that females achieve their maturity at
tender age, differ with their males companion.
However, this does not show directly how gender can
affect Language Learning Strategies.
Through various researches done, females tend to
use metacognitive strategies more than male do but
male use more LLS than female do.

14. AGE
Lightbown & Spada (2003)
Relationship between student’s age and its potential to
succeed in acquiring second language is often
debated.
What is the major difference between children and
adult students in learning a new language?

15. Adult students have more superiority;
• Wider vocabulary
• Extended intelligent guessing
• Flexible usage of the learning strategies
Adult students will be more advanced throughout the
learning process but children are the one that will achieve
the level of language competency such that of the native
speakers.

16. Some of the definitions and sentences are excerpts (translated) from the
book Strategi Pembelajaran Bahasa by Kamarul Shukri Mat Teh and
Mohamed Amin Embi.
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