This document discusses several factors that affect language learning strategies, including age, gender, motivation, proficiency level, and socioeconomic status. Older, more proficient, and female learners tend to use more strategies and cognitive strategies more often. Motivation also influences strategy use, with more motivated learners using more strategies. Learners from higher socioeconomic backgrounds tend to perform better and use social strategies more frequently. The strategies used depend on factors like age, gender, proficiency level and motivation of the language learners.

1. FACTORS THAT AFFECT
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2. AGE
• Students of different ages and stages of L2 learning
used different strategies, with certain strategies often
being employed by older or more advanced students.
(Oxford, 1994)
• Supported by Chen (2014)
• The use of language learning strategies is different with
different age groups. (Sepasdar & Soori, 2014)
• Age also related to level of proficiency where older learners and
proficiency learners used more strategies than younger and less
proficient learners.

3. GENDER
• Females use more learning strategies related to English
learning than males and females are more active in
using learning strategies to get effective learning. (Zhou,
2010)
• Females are more stable than males in attitude and learning
motivation, because they are more mature in physical and
psychological development.
• Females are willing to work hard and use learning strategies to
improve their learning while males are indulgent in playing.

4. GENDER
• Cognitive strategies were used significantly more often
by female than male learners. (Salahshour et al., 2013)
• Female learners look for more opportunities to engage in the
analysis and practice of second language input.
• Female learners have high degree of awareness of needs
• Comparison across nationality, there were the
statistically significant differences in the use of Memory
and Social categories between Thai and Vietnamese
female students, with Vietnamese female students
reporting higher use of such strategies than Thai female
students. (Khamkhien, 2010)

5. GENDER
• Griffiths (2004) concluded that although men and women
do not always demonstrate differences in language
learning strategies use, there were differences found in
the number of strategies use by men and women as
women tend to use more language learning strategies
than men.

6. MOTIVATION
• The higher the learners’ motivation, the higher their
overall use of LLSs. (Rahimi et al., 2008)
• Lack of exposure to the target language outside the language class
results in the lack of integrative motivation among Iranians language
learners.
• Motivation is a factor leading to the difference in English
proficiency between the highly-motivated and lowly-
motivated student group (Khamkhien, 2010)
• motivation is a significant factor contributing to the choices of
language learning strategies, especially for highly-motivated Thai
students
• for Vietnamese counterparts, motivation does not have a great
influence on using learning strategies

7. PROFICIENCY
• High proficiency learners always or often used no less
than 13 out 27 strategies while medium and low
proficiency learners always or often used only two or
three of them. (Peacock & Ho, 2003)
• The findings are consistent with previous reports on the same
issue stating that learners with high proficiency in English use
more learning strategies than learners with low proficiency.
• This may due to their level of understanding. The more the
learners understand the language the know what strategies to
use according to the task given.

8. PROFICIENCY
• Learners with higher proficiency level used more
strategies more frequently than those with lower levels of
proficiency. (Salahshour et al., 20130)
• The most preferred strategies types used by high proficiency
learners were meta-cognitive strategies and social strategies.
• Learners with lower proficiency levels preferred cognitive and
compensation strategies.

9. SOSIOECONOMICS
• Students from wealthier families learnt English better
than students from poorer families. (Tam, 2013)
• There was a significant difference between different
socioeconomic statuses in the use of Social Strategies. The
higher the socioeconomic status of subjects, the more frequently
they applied such skills in learning English.
• It is also related with the learners’ proficiency. As most learners
form wealthier family tend to have high proficiency level.

10. REFERENCES
• Cabaysa, C. C., & Baetiong, L. R. (2011). Language learning strategies of students at different levels of
speaking proficiency. Education Quarterly,68(1).
• Chen, M. L. (2014). Age differences in the use of language learning strategies. English Language
Teaching, 7(2), 144.
• Griffiths, C. (2004). Language learning strategies: Theory and research. AIS St Helens, Centre for
Research in International Education.
• Khamkhien, A. (2010). Factors affecting language learning strategy reported usage by Thai and
Vietnamese EFL learners. Electronic Journal of foreign Language teaching, 7(1), 66-85.
• Oxford, R. L. (1994). Language learning strategies: An update. ERIC Clearinghouse on Languages and
Linguistics, Center for Applied Linguistics.
• Peacock, M., & Ho, B. (2003). Student language learning strategies across eight disciplines. International
Journal of Applied Linguistics, 13(2), 179-200.
• Rahimi, M., Riazi, A., & Saif, S. (2008). An investigation into the factors affecting the use of language
learning strategies by Persian EFL learners.Canadian Journal of Applied Linguistics/Revue canadienne
de linguistique appliquée, 11(2), 31-60.
• Salahshour, F., Sharifi, M., & Salahshour, N. (2013). The relationship between language learning strategy
use, language proficiency level and learner gender. Procedia-Social and Behavioral Sciences, 70, 634-
643.
• Sepasdar, M., & Soori, A. (2014). The Impact of Age on Using Language Learning
Strategies. International Journal of Education & Literacy Studies,2(3), 26.
• Tam, K. C. H. (2013). A study on language learning strategies (LLSs) of university students in Hong
Kong. Taiwan Journal of Linguistics, 11(2), 1-42.
• Zhou, Y. (2010). English language learning strategy use by Chinese senior high school students. English
Language Teaching, 3(4), 152.