This document discusses 5 factors that affect language learning strategy use: motivation, gender, learning styles, language proficiency, and beliefs. For each factor, several studies are cited that examine the relationship between that factor and strategy use. The studies generally find that more motivated, female, and proficient learners tend to use strategies more frequently and in different ways than less motivated, male, and proficient learners. Learning style and beliefs about language learning are also found to influence an individual's strategy use.

1. GGGE 6533
LANGUAGE LEARNING
STRATEGIES INSTRUCTION
SITI MARIAM ZAKARIA
P79125
PROF. DR. MOHAMED AMIN EMBI

2. 5 FACTORS AFFECTING
LANGUAGE LEARNING
STRATEGIES USE

3. BELIEFS
GENDER
LEARNING
STYLES
MOTIVATION
LANGUAGE
PROFICIENCY
FACTORS
AFFECT
LLS

4. MOTIVATION

5. MOTIVATION
 Oxford and Nyikos (1989)
 motivation proved to be the most powerful
influence on the use of learning strategies
 highly motivated students tended to use
more strategies from formal rule-related
strategies, functional practice strategies,
general study strategies and
conversational strategies.

6. .
 Kaylani (2006)
 male students in Jordan seem to be
more integratively motivated while
females were instrumentally
motivated
 Park (2005)
 Korean high school students –
extrinsic motivation was stronger
than intrinsic motivation
 highly motivated students possessed
a richer repertoire of strategies

7.  (Oxford & Nyikos, 1989; Ehrman & Oxford
1990)
 Highly motivated learners employ more
strategies frequently than less highly
motivated learners.

8. GENDER

9. GENDER
 Oxford and Nyikos (1989)
 Carried out a study with foreign language
students
 Findings : female students displayed
greater use of form rule-related practice
strategies and conversational input
elicitation strategies.

10. Green (1991); Watanabe (1990); Noguchi
(1991); Zoubir, Shaw, & Oxford (1995);
Dreyer & Oxford (1996); Abou Baker El-
Dib (2004); Lu (2007)
 Females generally use more strategies
than males

11. LEARNING STYLES

12. LEARNING STYLES
 Cohen (1998); Fan (2003); Oxford (2003)
 Learning styles of an individual will help
determine to some extent the strategies
employed in language processing.
 Rossi-le (1989)
 How a learner uses learning strategies is
related to his/her learning style.
 Learners who favor group study are shown
to use social and interactive strategies.

13.  Ehrman & Oxford (1990)
 Learning style has a strong influence on
the way adult language learners use
strategies and how they advance in their
language learning.
 Oxford (2003)
 Learning styles and learning strategies of
an individual learner can work
cooperatively with a given instructional
methodology.

14. LANGUAGE PROFICIENCY

15. LANGUAGE PROFICIENCY
 Dreyer & Oxford (1996)
 High correlation between language
proficiency and strategy use among
Africans.
 Proficient learners used the cognitive
strategy, compensation strategy and
metacognitive strategy.
 The use of social strategies was more
common among the less proficient.

16.  Park (1997)
 A significant linear relationship between
strategy use and proficiency in a Korean
context.
 Bremner (1999)
 Significant levels of association between
cognitive strategies and proficiency among
proficient learners of a group of
undergraduates in Hong Kong.
 Less proficient learners tended to use
more affective strategies.

17.  Nambiar (1996)
 The beginning, intermediate, and
advanced learners in a Malaysian tertiary
setting used similar strategies but the
manipulation of the strategies were
different.

18. BELIEFS

19. BELIEFS
Yang (1999)
 Learners’ self-efficacy beliefs about
learning English did influence their use of
functional practice strategies.
 Proposes a cyclical relationship between
beliefs and strategy use ( in her study )

20. Hong (2006)
 Carried out a study among monolingual
Korean and bilingual Korean-Chinese
university students
 Findings: A higher use of learning
strategies was reported since the learners
had stronger beliefs about learning

21.  Yu (2007)
 Carried out a study among third-year
college students in China
 Findings: students had very strong form-
focused beliefs and disagreed with the use
of the mother tongue to learn language(a
significant correlations between beliefs
and strategy use).

22. Mokhtari (2007)
 Carried out a study among a group of 166
students learning Persian in three settings
in U.S using the SILL and BALLI
 Findings: the stronger the beliefs about
learning, the higher the use of strategies.

23. REFERENCE
• Nambiar, R. (2009). Learning strategy
research-where are we now? The Reading
Matrix, 9(2), 137-144.