This document summarizes several key factors that affect language learning strategies: sex, motivation, age, beliefs, and level of proficiency. Motivation greatly influences the strategies used, with higher motivation linked to more strategy use. Age can impact suitable strategies, and beliefs about language learning also influence strategies selected. Higher proficiency generally corresponds with greater variety of language learning strategies used.

1. FACTORS AFFECTING
LANGUAGE
LEARNING
STRATEGIES

2. MINDMAP
Sex
Beliefs Age
Factors
affecting
LLS
Level of Motivation
Proficiency

3. SEX
• There are numbers of researches that have
conducted by various advocates, but all of them
come to a mixed conclusion.
• It might be concluded, perhaps, that men and
women do not always demonstrate differences in
language learning strategy. But they differences are
found women tend to apply more language learning
strategies than men.

4. MOTIVATION
• Motivation somehow greatly influences the strategies
that the language learners use in their studies.
• The greater the motivation, the more the tendency for
them to apply numbers of strategies in order for them
to achieve 100% comprehension in that particular
language.
• For instance, the future that they have been dreamt of
might boost their spirit in learning a language. Ehrman
and Oxford (1989) discovered that career choice had a
major effect on reported language learning strategy
use, a finding which they suggest may be the result of
underlying motivation.

5. AGE
• Studies have provided evidence that age does have an effect on LLS use.
• At some age, certain strategies are suitable to be used, but some might
not.
• Take these studies on young children and learners aged over thirty to
portray clear example on this issue :
A study of young children (Wong-Fillmore, 1979) showed that cognitive and
social strategies were very important. Chesterfield and Chesterfield (1985)
conducted a study on bilingual learners and found that children developed
receptive strategies (repetition and memorization) first. Then they
developed strategies which allowed them to start and maintain
interactions (e.g. attention getting and asking for clarification). Finally,
they developed strategies for the identification and monitoring of
grammatical errors.
White (1993) studied LLS use by specific age groups of learners of French and
Japanese in New Zealand and found that learners aged over thirty used
metacognitive self-management strategies more than those who were
younger.

6. BELIEFS
• Palmer and Goetz, 1988 : Learners’ beliefs about
language learning influence the way and the
outcome of their learning.
• Beliefs about the effective ways to learn a second
language, the language itself, the selection of
strategies and beliefs of themselves.
• For instance , someone who believes tat she/he can
totally master the language at the end of the day,
tend to try out and use more strategies compared to
ones who think that they will never ever able to
master the language no matter what they do.

7. LEVEL OF PROFICIENCY
• The results of the studies which have investigated
the relationship between language proficiency and
LLS use indicate that high proficient learners use
greater and wider variety of LLSs.
• For example : O’Malley et al. (1985a) found that ESL
school beginners reported using more strategies than
did the students from the intermediate level.