This document discusses 5 factors that affect language learning strategy usage: motivation, age, gender, learning style, and language proficiency. Highly motivated students use strategies more often. Older learners have more experience and better study habits. Research shows females use some strategies like memory and affective strategies more than males. Learning style influences strategy choice. High proficiency learners use a wider variety of strategies than low proficiency learners.

1. LANGUAGE LEARNING STRATEGIES INSTRUCTION
GE6533
5 FACTORS AFFECTING LLS USAGE
P R E PA R E D B Y I Z YA N S A F W A N I B T I S M A I L
P R E PA R E D F O R P R O F D R M O H A M E D A M I N B I N
E M B I

2. 5 FACTORS AFFECTING LLS USAGE
• MOTIVATION
• AGE
• GENDER
• LEARNING STYLE
• LANGUAGE PROFICIENCY

3. 1. MOTIVATION
Highly motivated students use LLS more often than less
motivated students (Okada et al. , 1996).
Learners who are highly motivated have the tendency of
using LLS more than learners who are less motivated
(McIntyre & Noels, 1996)
Learners with high motivation and high frequency of LLS
use are more predictably of success on achievement
test than other learners (Rebecca et al. , 1993)

4. 2. AGE
In context of age affecting the use of LLS, it is very
much related to experience. The norm is the older
you are, the more experience you have.
Age is one of the important characteristics which
influences the process of learning a language
(Kamarul & Mohamed Amin, 2010).
Adults have better memories and study habits, they
are able to work efficiently especially in organizing
information, they have longer focus spans, and more
importantly have the ability of handling complex
mental tasks (Rubin & Thompson, 1994).

5. 3. GENDER
Based on a research by Rebecca Oxford (1990), the
difference between the use of LLS between gender is
through the frequency of strategy use.
Female learners are found frequently using memory,
cognitive, compensation, and affective strategies more
than the male learner (Kaylani, 1996)
Based on a research by Dongyue (2004), he
discovered that there are differences in memory,
affective and overall strategy use between
genders which were all in favour of females.

6. 4. LEARNING STYLES
Learning styles and strategies determine the
approach used by language learners to learn a
second language (Oxford,2005).
Some researches have investigated the
relationship between learning styles and
language learning strategies (LLS) and they
claimed that learning style influenced the choices
of LLS (Carrell, 1988; Wen & Johnson, 1997).

7. 5. LANGUAGE PROFICIENCY
High proficiency learners has the tendency of using
a wider scope of strategies more than low language
proficiency learners (Oxford & Crookall, 1989).
Chen (1990) in a study on the relationship between
communication strategies and the proficiency level
of L2 learners found that low proficiency students
employed more communication strategies than high
proficiency ones.

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