The document discusses five main factors that can affect language learning strategies: gender, age, level of proficiency, motivation, and experience studying a language. Regarding gender, several studies found that female students tend to use compensation and affective strategies more than males. Younger learners rely more on cognitive and social strategies, while older adults use metacognitive self-management strategies more. Beginner language learners employ fewer strategies than intermediate learners. Motivation is a primary driver of language learning, influencing how long and hard students pursue the language. Experience studying abroad positively impacts thinking and language learning abilities.

1. Factor Affect Language Learning
Strategy (LLS)
Najihah Binti Mohd Ismail Eh
A143850

2. Age
!! Factor Affect LLS !!
Gender
Level of
Proficiency
Motivation
Experience in
studying a
Language

3. Gender
• Goh and Kwah (1997) , Gu (2002) , Hong-Nam &
Leavell (2006) , Mochizuki (1996) , Wahrton (2000) ;
A number of studies reported significantly more use of learning
strategies than their male counterparts. These studies
postulated that female students used Compensation and
Affective Strategy than male ones.
• Politzer (1938)
Do a survey on 19 undergraduate foreign language
learners, found a minor differences between female and male
learners with females making a greater use of social interaction
strategies.

4. Age
• Wong-Fillmore (1979)
A study of young children showed that cognitive and social
strategies were very important.
• White (1993)
A study of LLS by using specific age groups a learner of
French and Japanese in New Zealend and found that learner
aged over thirty used metacognitive self-management
strategies more than those who were younger.

5. Level Of Proficiency
• O’Malley et al. (1985a)
A study on ESL school beginners reported using more
strategies than did the students from the intermediate
level.
• O’Malley and Chamot (1990)
A study conducted on school learners of Spanish and
Russian, found that beginners reported less use of
strategies than did those from the intermediate level.

6. Motivation
• Gardner (1985)
Motivation and attitude are the primary sources contributing to
individual language learning.
• Dornyei (2001)
Motivation can be a matter explaining why people decide to do
something, how long they are willing to sustain the activity, and
how hard they’re going to pursue it.
• Oxford and Nyikos (1989)
Learnes with high motivation to learn a language will likely use a
variety of strategies.

7. Experience in Studying a Language
• Opper, Teichler, and Carlson’s (1990) – a study on
Experience in studying a language as one of factor affect LLS :
confirmed by Purdie and Oliver (1999) ; comprehensive study
investigating studying abroad program in Europe and United States.
As a result, studying abroad give high influence in thought, learning
style and the ability of learning language.
• Purdie and Oliver (1999) - Reported that there LLS used by
bilingual school-aged children coming from 3 main cultural group
Asian, European and a speaker of Arabic. The result showed that
who had been in Australia for a longer period of time ( 3 or less
years and 4 or more) obtain significantly higher score for Cognitve
and Memory Strategy.

8. Thank You ! 
By Najihah Bt Mohd Ismail Eh
A143850
Faculty of Education / TESL
National University of Malaysia