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.

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
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S1877042813000773- main.pdf?_tid=36c013ce-b0a5-11e3-8861-
00000aab0f6b&acdnat=1395371118_c98afd0973232170bc0f6378edcf21d0
[March 20, 2014]
REFERENCES

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[March 20, 2014]
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Paul, P. 2011. Use of language learning strategies: an investigation of the use
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10. Disediakan untuk:
Prof. Dr. Mohamed Amin Embi
Disediakn oleh:
Adibah binti Arshad