The document discusses five key factors that affect language learning strategy usage: motivation, period of language study, proficiency level, learning style, and religion. Motivation is seen as the main driver of success, with integrative motivation tending to be more effective than instrumental motivation. Higher proficiency levels and more experience studying a language are linked to using a wider variety of strategies. Learning style and religion can also influence what strategies learners prefer. Religious language learners, for example, may rely more on religious-based strategies.

1. GGGV1244
FACTORS AFFECTING
LANGUAGE LEARNING
STRATEGIES (LLS) USAGE

2. 1) MOTIVATION
• Ellis (1994) define motivation as efforts taken by language learner in
learning second that comes from the necessity and desire to learn the
language
• Meanwhile, Gardner (1985) counts motivation as how language
learner works and his effort to learn the language, driven by his desire
to learn and enjoyment in learning.
• According to Gardner and Lambert (1972), motivation can be divided
into two, which are:

3. i) Integrative/ Universal Motivation: It comes when language
learners learn second language to assimilate themselves with the
society or the country itself.
ii) Instrumental Motivation: When language learners learn the
second language to accomplish goals other than integrative motivation,
for instances, academic purposes.

4. • Gardner and Lambert further find that learners with integrative
motivation tend to be more successful in language learning compared
to learners with instrumental motivation.
• Dornyei (1990), Gardner (1985) and Nunan ( 1999) all agree that
motivation is the main key to be a successful language learner.
• Motivation generally boosts learners’ moral and give momentum to
learn the language.
• Learners with high motivation tend to be more successful, and vice
versa.

5. • In a research conducted by Oxford and Nyikos ( 1998), it shows that
students with high level of motivation use a wide range of LLS
compared to learners with low motivated students.
• Among the LLS used by the high motivation learners are words
analysis, study hard, joining program to improve language skill, etc.
• Oxford and Ehrman (1995) conducted a research between the usage
of LLLS and types of motivation by 520 adults in US Foreign Service
Institute.
• The research shows the overall usage of LLS is significant and there is
a positive correlation with motivation.

6. 2. PERIOD OF LANGUAGE STUDY
• Many researchers found that period of language study give impact to
the usage of LLS.
• For instances, Ehrman (1990) found that experienced teachers and
students in US Foreign Service Institute use variety of LLS compared to
less-experienced students.
• Chamot and Kupper found that Spanish language students in higher
level use more strategies than in lower level.
• Higher level mainly use conclusion strategy, while lower level use
cognitive strategy.

7. • Kamarul and Embi (2010) and Chang (2003), however suggests that
the period of language learning outside the class gives a bigger
impact to the usage of LLS.
• Chang (2003) proved this by conducting a study to 261 English
Language learners in Taiwan high school. Students who learns
language outside the classroom more than 7 hours a day, use more
LLS compared to their peers.
• Another study conducted by Kamarul and Amin (2010) further prove
the statement.

8. • In the study, Kamarul and Amin (2010) reported that students Arabic
language learners who learn 6-7 hours a week outside the classroom
used more LLS compared to those who learn less than that.

9. 3. PROFICIENCY LEVEL
• Proficiency level is considered as on of the integral factors affecting
the LLS.
• Based on studies by Park (1997) and Rahimi et al (2008), the results
reveal that students with a greater degree of proficiency tend to use
different kind of LLS.
• Low proficiency students are more likely to use communication
strategies or social strategies while the high proficiency use
compensation strategy
• High proficiency students generally use a lot of different strategies,
approximately, cognitive, metacognitive and affective strategies.

10. 4. LEARNING STYLE
• Different learning style contribute to the type of LLS used by language
learners.
• Social strategy is the main preference for extrovert learners, while
introvert used metacognitive strategy (Ehrman & Oxford 1990)
• For learners who used to group study, social and interactive strategies
is their main preference.
• In contrast, Rahimi et al (2008) found that there are no substantial
gap between learning style and type of LLS used.

11. 5. RELIGION
• Religion is considered as a factor assisting the language learner, in which it
promotes specific thinking and behavior (Kamarul & Embi 2010)
• In Islam, Arabic language serves as the medium language for the followers.
• In Malaysia, Arabic language, which serves as the medium language for the
followers, is considered as a compulsory language to master. (Kamarul &
Embi)
• The statement is based on the Holy Book of Quran, in chapter Taha
(20:113)
“Thus we have revealed it as a Lecture in Arabic, and have displayed
therein certain threats, that peradventure they may keep from evil or that it
may cause them to take heed.”

12. • Ibn Taymiyyah (1979) asserts that learning Arabic is a part of religion,
while understanding the meaning of Quran is a Sunnah, therefore, it
is compulsory for every Muslim to master the language.
• In Kamarul and Embi’s (2010) study, Arabic learners use religious
based strategy.
• Further down, they found that successful language learners and
highly motivated learners use the strategy extensively.
• Abu Talib (1998) in his case study found that successful language
learners use the strategy more often compared to the weaker group.