Factor that effect LLS prepared by Adibah Arshad
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Several factors affect language learners' use of language learning strategies (LLS), including: 1) Younger learners tend to use more LLS than older beginners, and motivation is the most significant factor influencing LLS choice. 2) Females generally use more LLS than males, especially social and metacognitive strategies. 3) More proficient learners apply a wider variety of LLS more frequently than lower proficiency learners. 4) Students from wealthier families deploy more LLS outside of class and for exams due to greater resources to support language learning.
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TASK 6 STRATEGI
The document discusses several factors that can influence language learners' choice and use of language learning strategies. It finds that females generally use more learning strategies than males. Proficiency level is also a strong predictor, with more proficient learners using a wider variety of strategies, especially cognitive and metacognitive strategies. Individual learning styles and motivational levels can also impact strategy selection. Extroverts prefer social strategies while introverts use metacognitive strategies more. Motivation is positively correlated with increased strategy use. The amount of time spent studying abroad may also influence learners' strategy choices.
GGGE6533 PENGAJARAN STRATEGI PEMBELAJARAN BAHASA
This document discusses 5 factors that can affect language learning strategies: motivation, experience studying language, gender, proficiency, and language learning style. Motivation can be intrinsic or extrinsic and influence strategy choice. Experience studying a language longer correlates with using more cognitive and memory strategies. Some studies found females use strategies more frequently than males, but gender effects are inconsistent. Higher proficiency learners tend to use strategies more often. Learning style preferences, such as visual vs. auditory, also influence strategy selection.
GGGE6533 PENGAJARAN STRATEGI PEMBELAJARAN BAHASA
This document discusses 5 factors that can affect language learning strategies: motivation, experience studying language, gender, proficiency, and language learning style. Motivation can be intrinsic or extrinsic and influence strategy choice. Experience studying a language longer correlates with using more cognitive and memory strategies. Some studies found females use strategies more frequently than males, but gender effects are inconsistent. Higher proficiency learners tend to use strategies more often. Learning style preferences, such as visual vs. auditory, also influence strategy selection.
FACTORS AFFECTING LLS USAGE
This document discusses several factors that can affect language learning strategy usage, including age, gender, proficiency level, learning styles, and motivation. Regarding age, younger learners tend to use task-specific strategies while older learners use more generalized strategies. Studies on gender differences in strategy use have found that females tend to use social and metacognitive strategies more while males favor metacognitive and compensation strategies, though some studies found no gender differences. Higher proficiency learners employ a wider range of strategies. Learning styles like extroversion/introversion can influence strategy preference. Motivation is also an important factor, with more motivated learners using strategies more frequently.
Factors affecting lls usage
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
5 factors affecting language learning strategies use (slides)
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
Factors affecting lls
This document discusses factors that affect language learning strategy use. It identifies several key factors based on previous research, including gender, proficiency level, motivation, experiences learning language, and learning styles. Gender may influence strategy use, though some studies have found no significant difference. Higher proficiency is associated with greater use of both direct and indirect strategies. Motivation, particularly instrumental and integrative motivation, impacts strategy choice. More experience learning a language, such as time spent studying abroad, can also influence strategy use. Individual learning style preferences may play a role in determining strategy selection.
Factors Affecting LLS
This document discusses 5 key factors that affect language learning strategies: motivation, gender, years of study, age, and language proficiency. For each factor, it provides an overview and discusses findings from past studies on how the factor influences language learning strategy use. Motivation is identified as one of the most significant factors, with highly motivated students tending to use more strategies. The document also discusses mixed findings from previous research on the impact of gender. Longer years of study and higher proficiency levels are both associated with greater strategy use.
Slide For Final Presentation
1) The document reports on a study that surveyed lecturers in the Department of Commerce at POLISAS to identify the level of knowledge, attitudes, and IT infrastructure regarding the use of CIDOS.
2) The study found that the level of knowledge, attitudes, and IT infrastructure regarding CIDOS use were all at a higher level based on the mean responses from the 70 lecturer survey participants.
3) This indicates that CIDOS use is supported by the lecturers based on their existing knowledge and positive attitudes, as well as the existing IT infrastructure at POLISAS.
Factors affecting language learning strategies
This document discusses several factors that can influence an individual's use of language learning strategies. It reports that gender, motivation, proficiency level, language learning experience, and learning style can all impact the strategies employed. Specifically, some studies found that female students and those with higher motivation tended to use a broader range of strategies more frequently. Additionally, proficiency level correlated with increased use of direct and indirect language learning strategies.
Post Method Pedagogy in EFL Online Learning
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2. It provides an overview of post-method pedagogy, which emphasizes teachers' autonomy and experiences over rigid adherence to methods.
3. The strategies encourage considering students' needs and contexts. They are more flexible than traditional methods and allow teachers to innovate.
Nadeosa 2014 aluko
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
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This document discusses developing learner autonomy through strategy training in ESL classrooms. It begins with background on the importance of developing English proficiency and learner autonomy in Malaysia. It then states the problem that students over-rely on teachers. The objectives are to develop autonomy using strategy training, investigate its effects, and illustrate how it helps ESL learners. Key terms are defined and limitations discussed. The significance is that strategy training can foster autonomy and self-directed learning, better preparing students.
Teachers Attitude towards ICT in English Language Classroom
English and ICT have become major tools for education and communication worldwide due to global needs and acceptance of those skills. In recent years, those skills have been integrated in language learning classrooms where English is being taught through ICT equipment. Thus it has become the part of pedagogical practice in different countries e.g. Malaysia, Singapore, Taiwan, Hong Kong and so governments invest in integrating ICT with education. In Bangladesh, government and some other national and international NGOs are working to implement English language learning programs through the use of ICT. English in Action (EIA) is one of them which is implementing this innovation countrywide and providing training to the teachers for implementing the practice in the classroom. This study aims to find out teachers’ readiness, attitude and use of available ICT in language classroom under the EIA intervention.
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5 factors affecting language learning strategies (lls)
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5 Factors that Affect Language Learning Strategies
5 Factors that Affect Language Learning Strategies
5 factors affecting language learning strategies use (slides)
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Teachers Attitude towards ICT in English Language Classroom
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Factor that effect LLS prepared by Adibah Arshad
- 2. FACTORS THAT EFFECT LLS SOSIOECONOM IC GENDER LEVEL OF PROFICIENCY MOTIVATION AGE
- 3. AGE The younger beginners seemed to use slightly more LLS than the older beginners – qualitative research Most primary school children learn English by using metacognitive strategies and social strategies ranked next in importance Karim & Mohammad (2013) Purdie and Oliver (1999)
- 4. MOTIVATION Motivation most significant factor (followed by experience studying English and gender) affecting choice of LLS Students’ motivation is influenced by their learning goals, purposes or reasons of learning the L2, as well as clear application to real-life contexts Rahimi, Riazi & Saif (2008) Khamkhien (2010)
- 5. GENDER Females use significantly more learning strategies than males Females used Social and Metacognitive strategies most, Memory the least; Males used Metacognitive and Compensation most, Affective least Examined ninety undergraduate foreign language learners, found a “relatively minor” difference between male and female learners with females making a greater use of social interaction strategies Green & Oxford (1995) Gu (2002) & Razak et al. (2012) Politzer (1983) Hong-Nam & Leavell (2006)
- 6. LEVEL OF PROFICIENCY Proficient learners applied all types of strategies more frequently than the lower ones Adel (2011), Farzad, Mahnaz, & NedaSalahshour (2013) Proficient students used more overall strategies, but significantly more cognitive, metacognitive and affective strategies than less-proficient ones Radwan (2011) High-level English proficiency students used more strategies more frequently Rao (2012)
- 7. SOSIOECONOMIC Students from wealthier families deployed more LLSs outside classroom and for exams Kamarul & Mohamed Amin (2012) People with different socioeconomic status have different resources to support personal development Students from more affluent homes can afford to go to tutorial schools to strengthen their learning while poorer student cannot Tam (2013) Kamarul & Mohamed Amin (2012) & Tam (2013)
- 8. Adel, A. R. 2011. Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. The Asian EFL Journal Quarterly. 13 (1), 114-162. From http://www.asian-efl- journal.com/PDF/March-2011.pdf#page=114 [March 25, 2014]. Hong-Nam, K. & Leavell, A.G. 2006. Language learning strategy use of ESL students in an intensive Eng-lish learning context. System 34: 399–415 Kamarul Shukri Mat Teh & Mohamed Amin Embi. 2012. Variasi Penggunaan Strategi Pembelajaran Bahasa. Dlm. Strategi Pembelajaran Bahasa, hlm. 79- 105. Kuala Lumpur: Penerbit Universiti Malaya Karim Sadeghi & Mohammad Taghi Attar. 2013. The relationship between learning strategy use and starting age of learning EFL. Procedia-Social and Behavioural Sciences 70. 387- 396. From http://ac.els-cdn.com/S1877042813000773/1-s2.0- S1877042813000773- main.pdf?_tid=36c013ce-b0a5-11e3-8861- 00000aab0f6b&acdnat=1395371118_c98afd0973232170bc0f6378edcf21d0 [March 20, 2014] REFERENCES
- 9. Khamkhien, A. 2010. Factors affecting language learning strategy reported usage by Thai and Vietnamese EFL students. Electronic Journal of Foreign Language Teaching. 7(1), 66- 85. From http://e-flt.nus.edu.sg/v7n12010/khamkhien.pdf [March 20, 2014] Mohammad Rahimi, Abdolmehdi Riazi & Shahrzad Saif. 2008. An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. Canadian Journal of Applied Linguistics (CJAL). 11(2), 31-60. From http://journals.hil.unb.ca/index.php/CJAL/article/view/19915/21770 [March 20, 2014] Paul, P. 2011. Use of language learning strategies: an investigation of the use pattern of language learning strategies of Bangladeshi learners and its correlation with the proficiency level. Thesis submitted to the Department of English and Humanities of BRAC University In partial fulfillment of the requirements for the degree of Master of Arts in Applied Linguistics and ELT Tam, K. C. 2013. A study on Language Learning Strategies (LLSs) of university students in Hong Kong. Taiwan Journal of Linguistics, 11(2), 1-42. From http://tjl.nccu.edu.tw/volume11- 2/11.2.1.pdf [March 26, 2014]
- 10. Disediakan untuk: Prof. Dr. Mohamed Amin Embi Disediakn oleh: Adibah binti Arshad