This discussion is prepared for Task 6: Factors Affecting Language Learning Strategies (LLS) as a requirement for GGGE6533 Language Learning Strategies Instruction. A discussion on the factors that affect the use of Language Learning Strategies (LLS). Definition on the language learning strategies are also discussed. Prepared for: Prof. Dato' Dr. Mohamed Amin Embi Prepared by: Nur Yasmin Khairani Zakaria

1. GGGE6533 LANGUAGE
LEARNING STRATEGIES
INSTRUCTION
Prepared for:
Prof.Dato’Dr. MohamedAminEmbi
Prepared by:
Nur YasminKhairanibinti Zakaria
P81960
FIVE FACTORS OF
LANGUAGE
LEARNING
STRATEGIES (LLS)

2. • According to Kamarul Shukri Mat Teh and
Mohd Amin Embi, the definition of LLSs
gradually changing from emphasising the
improvement of language to facilitating the
language learning (2010).
Product Process

3. 5 FACTORS
OF LANGUAGE
LEARNING
STRATEGIES
(LLS)
GENDER
MOTIVATION
LANGUAGE
PROFICIENCYEXPOSURE TO
ENGLISH
LANGUAGE
LEARNING
STYLES

4. Language Learning Strategies (LLS) is
generally affected by gender factor
Female students use higher amount of
LLS
Each gender prefers to use different
strategies
• FEMALE  MORE METACOGNITIVE &
MEMORY STATEGIES (Oxford, 1995)
• MALE  DO NOT ATTEND TO SPECIFIC TYPES
OF STRATEGIES, MORE VARIETY (Wharton,
2000)

5. Classic educational researches indentified
the effects of attitude and motivation
towards students’ academic achievement
(Gardner, 1985).
Parallel findings are found in level of
motivation and amount of LLS used.
Motivation affects the amount and
frequency of LLS used in learning
language and its ability to maintain and
store the knowledge after learning (Oxford,
1994)

6. Level of proficiency contributes to the
amount of LLS used among language
learners.
Proficient language learners used higher
amount of LLS compared to less proficient
language learners.
In general, language learners with lower
proficiency do not make use the LLS as
much as language learners with higher
proficiency (Khamkhien, 2010)

7.  Students with higher exposure to the target
language (be in the English-speaking country)
showed higher usage of cognitive and memory
strategies (Purdie & Oliver, 1999)
 Considerable amount of exposure to the target
language contributes to better achievement in
writing tasks, thus resulted larger amount of
language strategies used (Ajele, 1998)

8. In a study by Rossi-Le, an individual's
background and learning style preference
influence the types of learning strategies
that he/she will employ in acquiring a
second language (1989)
An individual’s learning style preferences
influence the type of LLS they use.
(Ehrman & Oxford, 1990) Extroverts show
a strong preference for social strategies;
introverts use metacognitive strategies
more frequently

9.  Kamarul Shukri Mat Teh & Mohd Amin Embi. 2010. Strategi
pembelajaran bahasa. Kuala Lumpur: Penerbit Universiti
Malaya
 Khamkien, A. 2010. Factors Affecting Language Learning
Strategy Reported Usage by Thai and Vietnamese EFL
Learners
 Oxford, R. 1994. Language Learning Motivation: Expanding
the Theoretical Framework. The Modern Language Journal
Volume 78, Issue 1 : 12–28
 Purdie, N. and R. Oliver. 1999. ‘Language learning strategies
used by bilingual schoolaged children,’ System 27: 375–88.
 Rossi-Le, L. 1989. Perceptual Learning Style Preferences and
their relationship to Language Learning Strategies in adult
students of English as a Second Language
 Wharton, G. 2000. Language learning strategy use of bilingual
foreign language learners in Singapore. Language Learning
50: 203-243