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.

1. Factors Affecting
Language Learning
Strategies
By:
Siti Nadia binti Mohamad (P66515)

2. Introduction
• Language learning strategy use is one of the most
important factors in learning a language
• Shen (2005) revealed that selecting appropriate
strategies could enhance learner’s performance of
second language learning
• Oxford (1989) suggested that the variables that
seem to influence language learning strategy choice
include age, sex, attitudes, motivation, language
learning goals, motivational orientation, learning
style, aptitude, career orientation, national
origin, language teaching methods and task
requirements.

3. Factors
affecting
the use of
LLS
Gender
Proficiency
level
Learning
styles
MotivationAptitude
Language
exposures
Age
Figure 1:
Factors that affect the choice of LLS

4. Gender
• Gender is one of the factor that influences the use
of language learning strategies (Khamkhien, 2010)
• Hong-Nam and Leavell (2006), for
example, investigated learning strategy use of 55
students learning English as a second language
(ESL) and they claimed that female students
engaged in strategy use more frequently than
males, where these female students preferred to
use Social and Metacognitive strategies the most
and Memory strategies the least, while males
favored the use of Metacognitive and
Compensation strategies the most and Affective
strategies the least.

5. • Nonetheless, other studies pointed out that
gender might not be one of key variables
affecting the choices of language learning
strategies. For example, Griffiths (2003)
investigated the relationship between course
level and frequency of language learning
strategies used by 114 male students and 234
females. Based on the study conducted, there
was no statistically significant differences
according to either gender or age with strategy
use.

6. Motivation
• According to Gardner (1985), motivation and
attitudes are the primary sources contributing to
individual language learning
• Oxford and Nyikos (1989) indicate that the learners
with high motivation to learn a language will likely
use a variety of strategies
• Tamada (1996) in his study claimed that
instrumental and integrative motivation had
significant effect on the choice of LLS
• Stoffa et al. (2011) in their study involving Korean
immigrant college students, found that there was a
significant relationship between motivation and
direct LLS

7. Level of Proficiency
• High level of proficiency is associated with the increase
use of both direct and indirect LLS (Park 1997, Chen
2002)
• Peacock and Ho (2003) asserted that there was a linear
and significant correlations between proficiency level and
strategy use in a study involving university students in
Hong Kong, and based on this study, cognitive and
metacognitive strategies have high correlation with
students’ proficiency level
• Rahimi et al. 2008 claimed that proficiency level is one of
the strongest predictors of LLS among Iranian learners
• Radwan (2011) – proficient students used more overall
strategies but significantly more cognitive, metacognitive
and affective strategies compared to less proficient
students

8. Experiences in learning a language
• a small number of studies have been carried out
investigating the relationship between the
experience of English study and language strategy
use
• Purdie and Oliver (1999) reported the language
learning strategies used by bilingual school-aged
children coming from three main cultural groups:
Asian (predominantly Vietnamese or Chinese dialect
speakers), European (children who spoke Greek
and those who identified them-selves as speakers of
Macedonian), and speakers of Arabic. The results
showed students who had been in Australia for a
longer period of time (3 or less years and 4 or more)
obtained significantly higher mean scores for
Cognitive strategies and for Memory strategies

9. • Opper, Teichler, and Carlson’s (1990)
comprehensive study investigating studying
abroad programs in Europe and The United
States. As a result of their study, studying
abroad is deemed to have an influence on
students’ thought and learning style, especially
in their actual ability in language learning.

10. Learning style preferences
• An individual’s learning style preferences plays a
role in determining the use of LLS
• Extroverts prefer to use social strategies , introverts
use more metacognitive strategies (Ehrman &
Oxford 1990)
• However, Rahimi et al (2008) found no significant
difference between learning style and the use of LLS
in a study involving Iranian learners
• Alrieza and Abdullah (2010) claimed that there were
qualitatively significant differences between Iranian
EFL learners perceptual learning style preferences
and the use of LLS

11. References
• Shen, H.H. (2005). An investigation of Chinese-character
learning strategies among non-native speakers of
Chinese. System, 33, 49–68.
• Oxford, R., & Nyikos, M. (1989). Variables affecting
choice of language learning strategies by university
students. Modern Language Journal, 73, 291–300.
• Khamkhien, A. (2010). Factors Affecting Language
Learning Strategy Reported Usage by Thai and
Vietnamese EFL Learners. Electronic Journal of Foreign
Language Teaching 7(1). http://e-
flt.nus.edu.sg/v7n12010/khamkhien.pdf
• Wharton, G. (2000). Language learning strategy use of
bilingual foreign language learner in Singapore.
Language Learning, 50(2), 203–243.

12. Thank
you