factors affecting LLS usage among language learners
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These are a few factors affecting LLS usage among language learners that had been collected from various sources
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5 Factors Affecting Language Learning Strategies (LLS)
This document discusses several factors that affect language learning strategies:
1. Language proficiency level - Higher proficiency learners use more metacognitive and cognitive strategies, while lower proficiency learners rely more on compensation strategies.
2. Motivation level - More motivated learners adopt and use learning strategies more frequently than less motivated learners. Motivation has a significant impact on strategy use.
3. Learning style preferences - Individual learning styles like extroversion/introversion influence what strategies learners prefer, such as social or metacognitive strategies.
Factors that affect language
This document discusses five factors that can affect language learning strategies: gender, motivation, experiences, cultural background, and learning styles. For gender, some studies found that females used certain strategies more while others found males used strategies more. Motivation level and type (intrinsic or extrinsic) impacted strategy use. Learners from different cultural backgrounds often preferred certain strategies associated with their culture. Experiences like studying abroad influenced learning style. Learning style preferences like extraversion also correlated with strategy preferences like social or metacognitive strategies.
Factors affecting language learning strategies
This document discusses several factors that affect language learning strategies: language proficiency level, motivation, learning style, gender, and age. Regarding proficiency level, studies found that more proficient learners use more cognitive and metacognitive strategies, while beginners rely more on translation. Motivation also influences strategy use, with more motivated learners adopting strategies more frequently. Learning style impacts strategy selection, such as introverts preferring metacognitive strategies. Gender differences show females using compensation and affective strategies more, while males favor metacognitive and compensation strategies. Younger learners progress from receptive to communicative strategies, and some advanced secondary students favor metacognitive strategies.
Factors affecting learning language strategies
Motivation and attitudes are the primary sources contributing to individual language learning. Several studies found relationships between motivation, both integrative and instrumental, and learner's choice and use of language learning strategies. Additionally, differences in strategy use were found according to gender, with females generally using strategies more frequently than males, and according to cultural background, with Asian students preferring memory-based and metacognitive strategies more than other groups. Level of course and studying abroad can also influence language learners' choice and use of strategies.
Gender Difference In Reading Strategy Use Among Esl Version3 2003
This document summarizes a study that examined potential gender differences in reading strategy use among English as a second language (ESL) college students. The study surveyed 248 ESL students about their use of global reading strategies, problem-solving strategies, and support strategies. The results showed no significant differences between male and female students in their overall strategy use or use of individual strategy categories. The researcher reflected that other factors beyond gender may be more influential on reading strategy use, and noted limitations around details on placement tests and reading materials.
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: language proficiency level, motivation, learning styles, gender, and age. Higher proficiency learners tend to use more cognitive and metacognitive strategies, while lower proficiency learners rely more on communication and knowledge-based strategies. Motivation is found to be the single most important influence, with more motivated learners employing strategies more frequently. Learning styles also impact strategy use, such as extroverts preferring social strategies. Gender studies show females generally use strategies more than males. Age is a biological factor, with younger learners acquiring language faster than older ones due to a critical period of language development.
Task 7 - Factors that Affect Language Learning Strategies
The document discusses five factors that can affect language learning strategies: gender, cultural background, motivation, learning styles, and experiences studying a language. It provides several studies that examine the relationship between these factors and strategy use. For example, some studies found that females and students from Asian backgrounds tend to prefer memorization and structured approaches more while others found no significant differences in strategy use based on gender. Motivation level and preferences for group work versus individual study were also found to impact learning strategy selection. Experience studying languages abroad was also noted as shaping students' thought processes and abilities.
5 F
This document discusses 5 factors that affect language learning strategies: 1) Learner's level of proficiency, with more advanced learners using metacognitive and cognitive strategies more. 2) Motivation, with more motivated learners adopting and using more strategies. 3) Learner's learning style, with extroverts preferring social strategies and introverts preferring metacognitive strategies. 4) Gender, with females using social and metacognitive strategies more and males using metacognitive and compensation strategies more. 5) Experiences studying a language, with more experience affecting strategy use.
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5 Factors Affecting Language Learning Strategies (LLS)
This document discusses several factors that affect language learning strategies:
1. Language proficiency level - Higher proficiency learners use more metacognitive and cognitive strategies, while lower proficiency learners rely more on compensation strategies.
2. Motivation level - More motivated learners adopt and use learning strategies more frequently than less motivated learners. Motivation has a significant impact on strategy use.
3. Learning style preferences - Individual learning styles like extroversion/introversion influence what strategies learners prefer, such as social or metacognitive strategies.
Factors that affect language
This document discusses five factors that can affect language learning strategies: gender, motivation, experiences, cultural background, and learning styles. For gender, some studies found that females used certain strategies more while others found males used strategies more. Motivation level and type (intrinsic or extrinsic) impacted strategy use. Learners from different cultural backgrounds often preferred certain strategies associated with their culture. Experiences like studying abroad influenced learning style. Learning style preferences like extraversion also correlated with strategy preferences like social or metacognitive strategies.
Factors affecting language learning strategies
This document discusses several factors that affect language learning strategies: language proficiency level, motivation, learning style, gender, and age. Regarding proficiency level, studies found that more proficient learners use more cognitive and metacognitive strategies, while beginners rely more on translation. Motivation also influences strategy use, with more motivated learners adopting strategies more frequently. Learning style impacts strategy selection, such as introverts preferring metacognitive strategies. Gender differences show females using compensation and affective strategies more, while males favor metacognitive and compensation strategies. Younger learners progress from receptive to communicative strategies, and some advanced secondary students favor metacognitive strategies.
Factors affecting learning language strategies
Motivation and attitudes are the primary sources contributing to individual language learning. Several studies found relationships between motivation, both integrative and instrumental, and learner's choice and use of language learning strategies. Additionally, differences in strategy use were found according to gender, with females generally using strategies more frequently than males, and according to cultural background, with Asian students preferring memory-based and metacognitive strategies more than other groups. Level of course and studying abroad can also influence language learners' choice and use of strategies.
Gender Difference In Reading Strategy Use Among Esl Version3 2003
This document summarizes a study that examined potential gender differences in reading strategy use among English as a second language (ESL) college students. The study surveyed 248 ESL students about their use of global reading strategies, problem-solving strategies, and support strategies. The results showed no significant differences between male and female students in their overall strategy use or use of individual strategy categories. The researcher reflected that other factors beyond gender may be more influential on reading strategy use, and noted limitations around details on placement tests and reading materials.
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: language proficiency level, motivation, learning styles, gender, and age. Higher proficiency learners tend to use more cognitive and metacognitive strategies, while lower proficiency learners rely more on communication and knowledge-based strategies. Motivation is found to be the single most important influence, with more motivated learners employing strategies more frequently. Learning styles also impact strategy use, such as extroverts preferring social strategies. Gender studies show females generally use strategies more than males. Age is a biological factor, with younger learners acquiring language faster than older ones due to a critical period of language development.
Task 7 - Factors that Affect Language Learning Strategies
The document discusses five factors that can affect language learning strategies: gender, cultural background, motivation, learning styles, and experiences studying a language. It provides several studies that examine the relationship between these factors and strategy use. For example, some studies found that females and students from Asian backgrounds tend to prefer memorization and structured approaches more while others found no significant differences in strategy use based on gender. Motivation level and preferences for group work versus individual study were also found to impact learning strategy selection. Experience studying languages abroad was also noted as shaping students' thought processes and abilities.
5 F
This document discusses 5 factors that affect language learning strategies: 1) Learner's level of proficiency, with more advanced learners using metacognitive and cognitive strategies more. 2) Motivation, with more motivated learners adopting and using more strategies. 3) Learner's learning style, with extroverts preferring social strategies and introverts preferring metacognitive strategies. 4) Gender, with females using social and metacognitive strategies more and males using metacognitive and compensation strategies more. 5) Experiences studying a language, with more experience affecting strategy use.
5 factors affecting lls
This document summarizes 5 factors that affect language learning strategies: motivation, learning styles, experiences in studying, proficiency level, and gender. Motivation was found to be a major predictor of strategy use, with more motivated learners using strategies more frequently. Learning style also impacted strategy use, such as extroverts preferring social strategies and introverts using metacognitive strategies more. Learners' experiences studying abroad and length of time studying a language affected their strategy choices. Proficiency level correlated with different strategy use, with more advanced learners using metacognitive strategies more. Gender differences were also seen in strategy preferences.
Factors affect lls
This document discusses 5 factors that affect language learning strategy use: motivation, gender, learning styles, language proficiency, and beliefs. For each factor, several studies are cited that examine the relationship between that factor and strategy use. The studies generally find that more motivated, female, and proficient learners tend to use strategies more frequently and in different ways than less motivated, male, and proficient learners. Learning style and beliefs about language learning are also found to influence an individual's strategy use.
GE6533 Task 6 by Nurul Adila Hamdan (P76350)
Five factors that affect language learning strategies are identified in the document:
1. Learner's language proficiency level - more proficient learners use more cognitive and metacognitive strategies.
2. Motivation - both instrumental and integrative motivation influence strategy use. Highly motivated learners employ strategies more frequently.
3. Learning style - extroverts prefer social strategies while introverts use metacognitive strategies.
4. Gender - most studies found that female learners use strategies more frequently than male learners.
5. Age - younger learners tend to use strategies more than adult learners.
Factors affecting language learning strategies
This document discusses several factors that can influence an individual's use of language learning strategies. It reports that gender, motivation, proficiency level, language learning experience, and learning style can all impact the strategies employed. Specifically, some studies found that female students and those with higher motivation tended to use a broader range of strategies more frequently. Additionally, proficiency level correlated with increased use of direct and indirect language learning strategies.
5 factors that affect lls
Five factors that affect language learning strategies are discussed:
1) Motivation - More motivated students tend to use more learning strategies than less motivated students.
2) Learning styles - A student's learning style preferences influence the types of strategies they use. For example, extroverts prefer social strategies while introverts use metacognitive strategies more.
3) Gender - Studies have found that females generally use language learning strategies more frequently than males, though sometimes males surpass females in certain strategies.
4) Age - Younger learners tend to use simpler strategies while adult and more advanced learners employ more complex strategies.
5) Proficiency - A higher language proficiency level is associated with increased use of both
Factors affecting language learning strategies usage
5 factors affecting language learning strategies usage
prepared for my language learning strategies class
Factors affecting LLS
This document discusses factors that affect language learning strategies, including gender, motivation, age, learning style, and cultural background. It finds that females tend to use more language learning strategies and provide more comprehensible input than males. Motivation plays a huge role, and having integrativeness and positive attitudes leads to being a highly motivated and efficient strategy user. Younger learners tend to use cognitive and social strategies more while older learners use metacognitive strategies more. Learning style also influences strategy use, with extroverts favoring social strategies and introverts favoring metacognitive strategies. Different cultural backgrounds are associated with preferences for certain types of strategies.
Factors affecting second language strategy use
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
5 Factors Affecting Language Learning Strategies
Five factors that affect language learning strategies are discussed: 1) Learner's level of proficiency, with more advanced learners using cognitive and metacognitive strategies more. 2) Motivation, with more motivated learners adopting and using more strategies. 3) Learning style, with extroverts preferring social strategies and introverts preferring metacognitive strategies. 4) Gender, with females using strategies more frequently than males. 5) Experiences studying a language, with more experience affecting learning strategies used.
5 factors affecting language learning strategies usage
Five factors that affect language learning strategy usage are identified:
1. Gender - Females tend to use cognitive, metacognitive, and social strategies more than males.
2. Learning experiences - Students with additional English study experiences use cognitive and metacognitive strategies more.
3. Learning style - An individual's background and learning style influence their choice of strategies.
4. Motivation - Motivation directly impacts how often, how much, and how well students use language learning strategies.
5. Proficiency - More proficient learners use strategies more frequently than elementary learners.
Factors affecting language learning strategies
This document discusses several factors that affect language learning strategies:
Gender - Studies have found both minor and some significant differences in the strategies used by males and females. Females generally tend to use social interaction and metacognitive strategies more frequently.
Background - Learners from different cultural backgrounds often prefer different types of strategies, with Asian learners favoring rote learning strategies and Hispanic learners using dictionaries more.
Proficiency level - More proficient learners tend to use metacognitive and cognitive strategies more, while less proficient learners rely more on communication and compensation strategies.
Motivation - Motivation is a primary factor in language learning achievement, as more motivated learners put more effort
Factors affecting LLS
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
Proposal 2009 6 1
1) The study investigated the effects of ability grouping on students' reading achievement, strategy use, and motivation in an English as a Foreign Language (EFL) classroom.
2) It compared outcomes between heterogeneous and homogeneous ability groupings using reading tests, a strategy inventory questionnaire, and motivation questionnaire.
3) The study aimed to determine if there were significant differences in reading comprehension, strategy use, or motivation between the two grouping conditions.
Factors affecting lls
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.
Lls
Five factors that affect language learning strategies are: gender, motivation, experience, proficiency level, and target language. Studies have found that females and males differ in their use of strategies. Motivation can be instrumental, involving practical goals like exams, or integrative, involving social interaction. Learners with more experience studying abroad and at higher proficiency levels use strategies more frequently. The target language also influences strategy selection, as some strategies are better suited to certain languages.
5 Factors Affecting LLS Usage
This document summarizes research on five factors that affect language learning strategies: motivation, gender, experiences in studying a language, family background, and age. Several studies found that motivation, both instrumental and integrative, positively impacts language learning. Gender differences were also found to influence strategy use, with females using certain strategies more frequently than males. Experience studying a language, such as time spent abroad or in an English-speaking country, was shown to affect strategy choices. Family background factors like socioeconomic status and parental education also impact language learning. Finally, age and level of experience impacted strategy use, with older and more experienced language learners employing certain strategies more than younger learners.
5 Factors affecting LLS
This document discusses several factors that affect language learning strategies:
1. Motivation - More motivated learners use strategies more frequently and a greater number of strategies.
2. Gender - Studies show males tend to use a greater variety of strategies than females, favoring metacognitive and compensation strategies.
3. Proficiency level - Higher proficiency is associated with increased use of both direct and indirect strategies. Cognitive and metacognitive strategies correlate most strongly with high proficiency.
4. Learning experiences - Experience studying the language abroad or in different educational contexts can influence learning style and strategy use.
5. Cultural background - Learning strategies may be influenced by students' cultural backgrounds, with Asian students preferring memorization
5 factors affecting LLS usage
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES (LLS)
This discussion is prepared for Task 6: Factors Affecting Language Learning Strategies (LLS) as a requirement for GGGE6533 Language Learning Strategies Instruction.
A discussion on the factors that affect the use of Language Learning Strategies (LLS). Definition on the language learning strategies are also discussed.
Prepared for: Prof. Dato' Dr. Mohamed Amin Embi
Prepared by: Nur Yasmin Khairani Zakaria
Factors affecting lls usage
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
5 factors affecting language learning strategies use (slides)
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
5 Factor Affecting the Usage of LLS
This document discusses 5 factors that affect language learning strategy use: proficiency level, motivation, learning styles, gender, and experience studying. Higher proficiency is associated with increased use of both direct and indirect strategies. Motivation is also a major influencing factor, with more motivated learners adopting strategies more frequently. Individual learning styles like extroversion/introversion impact strategy preferences. Studies have found that females generally use strategies more than males. Years of language learning and school year can influence strategy use as well.
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5 factors affecting lls
This document summarizes 5 factors that affect language learning strategies: motivation, learning styles, experiences in studying, proficiency level, and gender. Motivation was found to be a major predictor of strategy use, with more motivated learners using strategies more frequently. Learning style also impacted strategy use, such as extroverts preferring social strategies and introverts using metacognitive strategies more. Learners' experiences studying abroad and length of time studying a language affected their strategy choices. Proficiency level correlated with different strategy use, with more advanced learners using metacognitive strategies more. Gender differences were also seen in strategy preferences.
Factors affect lls
This document discusses 5 factors that affect language learning strategy use: motivation, gender, learning styles, language proficiency, and beliefs. For each factor, several studies are cited that examine the relationship between that factor and strategy use. The studies generally find that more motivated, female, and proficient learners tend to use strategies more frequently and in different ways than less motivated, male, and proficient learners. Learning style and beliefs about language learning are also found to influence an individual's strategy use.
GE6533 Task 6 by Nurul Adila Hamdan (P76350)
Five factors that affect language learning strategies are identified in the document:
1. Learner's language proficiency level - more proficient learners use more cognitive and metacognitive strategies.
2. Motivation - both instrumental and integrative motivation influence strategy use. Highly motivated learners employ strategies more frequently.
3. Learning style - extroverts prefer social strategies while introverts use metacognitive strategies.
4. Gender - most studies found that female learners use strategies more frequently than male learners.
5. Age - younger learners tend to use strategies more than adult learners.
Factors affecting language learning strategies
This document discusses several factors that can influence an individual's use of language learning strategies. It reports that gender, motivation, proficiency level, language learning experience, and learning style can all impact the strategies employed. Specifically, some studies found that female students and those with higher motivation tended to use a broader range of strategies more frequently. Additionally, proficiency level correlated with increased use of direct and indirect language learning strategies.
5 factors that affect lls
Five factors that affect language learning strategies are discussed:
1) Motivation - More motivated students tend to use more learning strategies than less motivated students.
2) Learning styles - A student's learning style preferences influence the types of strategies they use. For example, extroverts prefer social strategies while introverts use metacognitive strategies more.
3) Gender - Studies have found that females generally use language learning strategies more frequently than males, though sometimes males surpass females in certain strategies.
4) Age - Younger learners tend to use simpler strategies while adult and more advanced learners employ more complex strategies.
5) Proficiency - A higher language proficiency level is associated with increased use of both
Factors affecting language learning strategies usage
5 factors affecting language learning strategies usage
prepared for my language learning strategies class
Factors affecting LLS
This document discusses factors that affect language learning strategies, including gender, motivation, age, learning style, and cultural background. It finds that females tend to use more language learning strategies and provide more comprehensible input than males. Motivation plays a huge role, and having integrativeness and positive attitudes leads to being a highly motivated and efficient strategy user. Younger learners tend to use cognitive and social strategies more while older learners use metacognitive strategies more. Learning style also influences strategy use, with extroverts favoring social strategies and introverts favoring metacognitive strategies. Different cultural backgrounds are associated with preferences for certain types of strategies.
Factors affecting second language strategy use
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
5 Factors Affecting Language Learning Strategies
Five factors that affect language learning strategies are discussed: 1) Learner's level of proficiency, with more advanced learners using cognitive and metacognitive strategies more. 2) Motivation, with more motivated learners adopting and using more strategies. 3) Learning style, with extroverts preferring social strategies and introverts preferring metacognitive strategies. 4) Gender, with females using strategies more frequently than males. 5) Experiences studying a language, with more experience affecting learning strategies used.
5 factors affecting language learning strategies usage
Five factors that affect language learning strategy usage are identified:
1. Gender - Females tend to use cognitive, metacognitive, and social strategies more than males.
2. Learning experiences - Students with additional English study experiences use cognitive and metacognitive strategies more.
3. Learning style - An individual's background and learning style influence their choice of strategies.
4. Motivation - Motivation directly impacts how often, how much, and how well students use language learning strategies.
5. Proficiency - More proficient learners use strategies more frequently than elementary learners.
Factors affecting language learning strategies
This document discusses several factors that affect language learning strategies:
Gender - Studies have found both minor and some significant differences in the strategies used by males and females. Females generally tend to use social interaction and metacognitive strategies more frequently.
Background - Learners from different cultural backgrounds often prefer different types of strategies, with Asian learners favoring rote learning strategies and Hispanic learners using dictionaries more.
Proficiency level - More proficient learners tend to use metacognitive and cognitive strategies more, while less proficient learners rely more on communication and compensation strategies.
Motivation - Motivation is a primary factor in language learning achievement, as more motivated learners put more effort
Factors affecting LLS
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
Proposal 2009 6 1
1) The study investigated the effects of ability grouping on students' reading achievement, strategy use, and motivation in an English as a Foreign Language (EFL) classroom.
2) It compared outcomes between heterogeneous and homogeneous ability groupings using reading tests, a strategy inventory questionnaire, and motivation questionnaire.
3) The study aimed to determine if there were significant differences in reading comprehension, strategy use, or motivation between the two grouping conditions.
Factors affecting lls
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.
Lls
Five factors that affect language learning strategies are: gender, motivation, experience, proficiency level, and target language. Studies have found that females and males differ in their use of strategies. Motivation can be instrumental, involving practical goals like exams, or integrative, involving social interaction. Learners with more experience studying abroad and at higher proficiency levels use strategies more frequently. The target language also influences strategy selection, as some strategies are better suited to certain languages.
5 Factors Affecting LLS Usage
This document summarizes research on five factors that affect language learning strategies: motivation, gender, experiences in studying a language, family background, and age. Several studies found that motivation, both instrumental and integrative, positively impacts language learning. Gender differences were also found to influence strategy use, with females using certain strategies more frequently than males. Experience studying a language, such as time spent abroad or in an English-speaking country, was shown to affect strategy choices. Family background factors like socioeconomic status and parental education also impact language learning. Finally, age and level of experience impacted strategy use, with older and more experienced language learners employing certain strategies more than younger learners.
5 Factors affecting LLS
This document discusses several factors that affect language learning strategies:
1. Motivation - More motivated learners use strategies more frequently and a greater number of strategies.
2. Gender - Studies show males tend to use a greater variety of strategies than females, favoring metacognitive and compensation strategies.
3. Proficiency level - Higher proficiency is associated with increased use of both direct and indirect strategies. Cognitive and metacognitive strategies correlate most strongly with high proficiency.
4. Learning experiences - Experience studying the language abroad or in different educational contexts can influence learning style and strategy use.
5. Cultural background - Learning strategies may be influenced by students' cultural backgrounds, with Asian students preferring memorization
5 factors affecting LLS usage
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES (LLS)
This discussion is prepared for Task 6: Factors Affecting Language Learning Strategies (LLS) as a requirement for GGGE6533 Language Learning Strategies Instruction.
A discussion on the factors that affect the use of Language Learning Strategies (LLS). Definition on the language learning strategies are also discussed.
Prepared for: Prof. Dato' Dr. Mohamed Amin Embi
Prepared by: Nur Yasmin Khairani Zakaria
Factors affecting lls usage
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
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FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES (LLS)
FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES (LLS)
Similar to factors affecting LLS usage among language learners
5 factors affecting language learning strategies use (slides)
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
5 Factor Affecting the Usage of LLS
This document discusses 5 factors that affect language learning strategy use: proficiency level, motivation, learning styles, gender, and experience studying. Higher proficiency is associated with increased use of both direct and indirect strategies. Motivation is also a major influencing factor, with more motivated learners adopting strategies more frequently. Individual learning styles like extroversion/introversion impact strategy preferences. Studies have found that females generally use strategies more than males. Years of language learning and school year can influence strategy use as well.
Factor effecting language learning stratergy usage,(GGGE6533)
This document summarizes research on factors that influence language learning strategies. It finds that students prefer reading in their native language and understandable materials. Learning style, gender, language proficiency level, and motivation all impact the types of strategies used. Higher proficiency is linked to more cognitive and metacognitive strategies. Females generally use strategies more than males. Extroverts prefer social strategies while introverts use metacognitive strategies more. Higher motivation is associated with adopting strategies more frequently.
Factors affecting LLS usage
This is part of my assignments for Language Learning Strategies Instruction with Prof. Dr. Mohamed Amin Embi
Lls cambodian
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) While males reported a slightly higher use of strategies overall, there was no statistically significant difference found between males and females in their overall strategy use or in most individual strategy categories.
3) Indirect strategies like metacognitive, affective and social strategies tended to be used more than direct strategies like memory, cognitive and compensation strategies.
Lls cambodian
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) There was no significant difference between male and female students in their overall use of language learning strategies. Some individual strategies showed differences but not the overall use.
3) Indirect strategies like metacognitive, affective and social strategies were used more frequently than direct strategies like memory, cognitive and compensation strategies.
FACTORS AFFECTING LLS USAGE
This document discusses several factors that can affect language learning strategy usage, including age, gender, proficiency level, learning styles, and motivation. Regarding age, younger learners tend to use task-specific strategies while older learners use more generalized strategies. Studies on gender differences in strategy use have found that females tend to use social and metacognitive strategies more while males favor metacognitive and compensation strategies, though some studies found no gender differences. Higher proficiency learners employ a wider range of strategies. Learning styles like extroversion/introversion can influence strategy preference. Motivation is also an important factor, with more motivated learners using strategies more frequently.
5 Factors Affecting Language Learning Strategies
This presentation is for my Learner Strategies instructor, Prof Amin Embi, National University of Malaysia.
Factors Affecting Language Learning Strategies_GE6533
This task has been done as a course requirement (GE6533 Language Learning Strategies Instruction), a program offered for Masters in Education (TESL) at National University of Malaysia. Our instructor Prof Amin Embi has required us to present some points on 5 factors affecting language learning strategies based on previous researches.
5 factors that affect language learning strategies
This document discusses 5 factors that affect language learning strategies: gender, motivation, experience studying the language, learning style, and language proficiency. Several studies found that females use language learning strategies more frequently than males. Motivated learners are more active in their learning and use strategies more often. Experience studying a language does not necessarily correlate with greater strategy use. Learning styles influence the strategies learners choose, and more proficient language learners tend to use a wider variety of strategies.
5 factors affecting language learning strategies usage
1) Five factors that affect language learning strategy usage are motivation, gender, proficiency level, age, and learning styles.
2) More motivated learners use a greater range and more metacognitive strategies than less motivated learners. Integrative motivation leads to greater proficiency than instrumental motivation.
3) Females generally use more language learning strategies than males, though some studies found no difference or males using more strategies.
Factors affecting lls
1. Several studies have found that females generally report using more language learning strategies overall compared to males, though males sometimes use particular strategies like metacognitive strategies more.
2. Personal factors like personality and emotions can influence language learning strategy use, with extroverts preferring social strategies and introverts using metacognitive strategies more.
3. Motivation also influences strategy use, with more motivated students using strategies more frequently and the type of motivation, instrumental or integrative, affecting strategy choice.
5 Factors Affecting Language Learning Strategies
This document discusses 5 factors that affect language learning strategies: motivation, gender, experience, proficiency level, and learning styles. It provides details on how each factor influences an individual's choice and use of different language learning strategies. For motivation, more motivated learners use more strategies and more frequently. For gender, studies have found both that females generally use more strategies than males, and that males in some cases use more strategies. Experience, such as studying abroad, can influence learning style and ability. Proficiency level correlates with certain strategy use, such as higher proficiency associated with more strategy use. Learning styles also influence strategy preferences, for example extraverts preferring social strategies more.
Factors affecting language learning strategy
This document discusses five key factors that affect language learning strategies: gender, motivation, cultural background, proficiency levels, and years of language learning. It summarizes several studies that found females tend to use language learning strategies more frequently than males. Motivation level also influences strategy use, with more motivated learners adopting more strategies. Cultural background impacts strategy preferences, and higher proficiency learners tend to use cognitive and metacognitive strategies more. The number of years learning a language can impact an individual's strategy use as well.
Factors affecting second language learning strategies
This document discusses several factors that affect second language learning strategies:
- Learners' proficiency level, with low-proficiency learners using more communication strategies and high-proficiency learners using more cognitive, metacognitive, and linguistic strategies.
- Motivation, with more motivated learners using strategies more frequently. Both integrative and instrumental motivation influenced strategy choice.
- Personality types, with extraverts preferring social strategies and introverts using metacognitive strategies more. Preferences also depend on tendencies towards group work vs independence.
- Gender, ethnicity, beliefs, and cultural background also influence the strategies language learners employ.
Factors Affecting Language Learning Strategy Use
This document discusses 5 factors that affect language learning strategy usage: gender, motivation, experiences studying the language, field of study, and language proficiency. Gender differences lead to varied strategy preferences between males and females. Motivation prompts more strategy use, and is divided into instrumental and integrative orientations. Experience studying the target language abroad leads to greater proficiency and strategy variety. Field of study relates slightly to strategy choice. Higher language proficiency levels correlate with increased strategy usage frequency.
Factors affecting v2003
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
5 Factors Affecting LLS Usage
Age, gender, motivation, learning style, and length of language learning can impact the usage of language learning strategies. Younger learners tend to use metacognitive strategies more, while older adults use metacognitive self-management strategies more. Females generally use more strategies than males, though some studies found males used more strategies in certain contexts. Motivation is positively correlated with increased strategy usage. Learning style also influences strategy selection - social learners prefer social and interactive strategies. Longer language learning experience correlates with using a wider variety of cognitive and memory strategies.
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
Factors that Affects Language Learning Strategies
The content of the presentation will give you information on the factors that affect the choice of language learning strategies among learners. The literature reviews are from various studies by prominent researchers.
Similar to factors affecting LLS usage among language learners (20)
5 factors affecting language learning strategies use (slides)
5 factors affecting language learning strategies use (slides)
Factor effecting language learning stratergy usage,(GGGE6533)
Factor effecting language learning stratergy usage,(GGGE6533)
Factors Affecting Language Learning Strategies_GE6533
Factors Affecting Language Learning Strategies_GE6533
5 factors that affect language learning strategies
5 factors that affect language learning strategies
5 factors affecting language learning strategies usage
5 factors affecting language learning strategies usage
Factors affecting second language learning strategies
Factors affecting second language learning strategies
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factors affecting LLS usage among language learners
- 3. Tamada (1996) scrutinized the effect of instrumental and integrative motivation on the strategy use of 24 Japanese ESL college students in England showed that both integrative and instrumental motivation had a significant effect on learners’ choice of LLSs. Chang and Huang (1999), also studied the relationship between instrumental and integrative motivation on the LLS use of 48 Taiwanese graduate and undergraduate students at a public university in the US: The results of the study showed that the total number of learning strategies were associated with motivational level.
- 4. Yang (1999) studied the relationship between the learners’ self-perceived motivation and their use of LLSs and it showed a positive correlation between the level of motivation and the use of LLSs. MacLeod (2002) found that strategy use was not affected by the participants’ particular motivational orientation (whether instrumental or integrative), but, rather, by motivational level.
- 5. Associated with an increased use of both direct and indirect strategies (Chang, 1990; Green and Oxford, 1995; Park, 1997; Chen, 2002) O’Malley et al. (1985b) studied the range, type and frequency of LLSs used by beginning and intermediate high school L2 learners. Their results revealed that: 1. Both groups used more cognitive than metacognitive strategies. 2. Intermediate students used more metacognitive strategies than the beginners. 3. Translation strategy was used more by beginners. 4. Contextualization was used more by the intermediate level students. Chen (1990), too, 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.
- 6. Park (1997) examined the relationship between the use of LLSs and the proficiency level of 332 Korean students learning English as a foreign language. The results of his study showed a linear correlation between LLS use and language proficiency. Overall, the results indicated that: 1. High-proficiency learners mainly employed linguistic-based communication strategies (such as using synonyms) more frequently than low-proficiency. The results of the Test of English as a Foreign Language (TOEFL) showed: 1. Significant correlations between strategy use and proficiency level. 2. Cognitive and metacognitive strategies showed very high correlations with the proficiency level of the participants and were used by high-proficiency learners. 3. Compensation strategies, however, were shown to be favoured by both high and low-proficiency students, with low-proficiency students out performing the high-proficiency ones in their use of such strategies (Chen, 2002).
- 7. Point to the fact that an individual’s learning style preferences influence the type of LLSs they use (Ehrman andOxford, 1990; Rossi-Le, 1995; among others). Extroverts show a strong preference for social strategies. Introverts use metacognitive strategies more frequently (Ehrman and Oxford, 1990). Learners who favour group study are shown to use social strategies. Working with peers or requesting clarification (Rossi-Le, 1995) are more to interactive strategies.
- 8. Ramirez (1986) showed that the years of language learning affected the use of nine (out of 50) strategies indicated in the inventory. Ok (2003) investigated the effect of school years on LLS use but found no evidence that learners’ LLS use in all six categories increased during a certain school year. Third-year students had higher mean scores than first-year students in two strategy groups, namely, compensation and memory. In contrast, the mean scores of first-year students were higher in the other four strategy groups, i.e., metacognitive, cognitive, affective and social strategies.
- 9. Has been thoroughly investigated along with other variables (Ehrman and Oxford, 1989; Green and Oxford, 1995; Chandler, Lizotte and Rowe, 1998; Ghadesi, 1998; among others). In the majority of these studies, females have consistently been reported as using LLSs more frequently than males (Politzer, 1983; Hashim and Salih, 1994; Sy, 1994;Wharton, 2000).