This is a slidehare I prepared on Factors affecting usage of LLS to complete GGGV1244 Learners Strategies' task.

1. FACTORS AFFECTING
USAGE OF LANGUAGE
LEARNING STRATEGIES
By: Fatin Syamimi Bt Roslan
A148952
TESL
The National University of Malaysia

2. MOTIVATION
Gardner (1985)
 Motivation and attitudes are the primary sources contributing
to individual language learning .
 Described the phenomenon of motivation as consisting of four
components: a goal, effort, want, and attitudes toward the
learning activity.
Dörnyei (2001)
 Motivation can be a matter explaining why people decide to
do something, how long they are willing to sustain the
activity, and how hard they are going to pursue it.

3. Oxford and Nyikos (1989)
 Indicate that the learners with high motivation to learn a
language will likely use a variety of strategies.
 In terms of language learning, achievement can be viewed as
one of indexes of motivation since motivation can lead to and
support all activities.
Pintrich and Schunk (2002)
 Pointed out that motivation involves all activities in the
classroom.
 Motivation affects learning of new behaviors and the
performance of earlier learned behaviors.

4. GENDER
Hong-Nam and Leavell (2006)
 Investigated learning strategy use of 55 students learning
English with different cultural and linguistic background.
 Mean differences revealed that females engaged in strategy
use more frequently than males.
 Female participants reported using Social and Metacognitive
strategies most and Memory strategies the least.
 Males favored the use of Metacognitive and Compensation
strategies most and Affective strategies the least.

5. Tran (1988) and Wharton (2000)
 In sharp contrast, studies by Tran and Wharton designate that
males used learning strategies more than females when learning
a language .
 In terms of gender difference, the finding showed that males
used a greater number of strategies significantly more often
than females.
 Males were more likely to use a variety of learning strategies
than females.

6. EXPERIENCES IN STUDYING A
LANGUAGE
Purdie and Oliver (1999)
 Reported the English language learning strategies used by
bilingual school-aged children coming from three main
cultural groups: Asian, European and Arabic.
 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.

7. Opper, Teichler, and Carlson (1990)
 Carried out a comprehensive study investigating studying
abroad programs in Europe and The United States.
 Studying abroad is deemed to have an influence on students’
thought and learning style, especially in their actual ability in
language learning.

8. LANGUAGE LEARNING STYLES
AND PREFERENCES
Neil Fleming’s VARK model
 One of the most common and widely used categorizations of the
various types of language learning styles. He categorizes learners
into: visual learner, auditory learner, read and write learner and
kinesthetic learner.
Ehrman and Oxford (1989)
 An individual’s learning style preferences influence the type of
learning strategies that they use.
Rossi-Le (1995)
 Learners who favor group study are shown to use social and
interactive strategies, such as working with peers or requesting
clarification

9. PERSONALITY
Personality traits that affect usage of language learning
strategies are:
 Extroversion : interest in and involvement with people and things outside
the self
 Introversion : the state of or tendency toward being wholly or predominantly
concerned with and interested in one's own mental life
 Inhibition: a feeling that makes one self-conscious and unable to act in a relaxed
and natural way.
 Risk-taking: an ability of being eager to try out new information intelligently
regardless of embarrassment
 Self-esteem: a term used to reflect a person's overall emotional evaluation of his
or her own worth
 Anxiety: a feeling of worry, nervousness, or unease typically about an imminent
event or something with an uncertain outcome
 Empathy: the ability to put oneself in another’s shoes

10. Extroversion vs. Introversion
Ehrman and Oxford (1989)
Conducted a survey exploring the relationships between
personality types and strategy use on the SILL.
Extroverts were found to use two categories of strategies
(affective and visualization) more frequently than introverts.
Introverts made a greater use of strategies for searching and
communicating meaning than did the extroverts.
Extroverts have demonstrated strong preference for social
strategies, while introverts use metacognitive strategies more
frequently.

11. Inhibition
Ehrman (1993)
Inhibition is closely related to self-esteem: the weaker the self-esteem,
the stronger the inhibition to protect the weak ego.
Suggests that students with thick, perfectionist boundaries find
language learning more difficult than those learners with thin
boundaries who favour attitudes of openness and the tolerance of
ambiguity.

12. Risk taking
 Because of a strong intention of achieving success on
learning something they yearn for mastering, language
learners are willing to absorb new knowledge from their
teacher spontaneously.
Brown (2001)
 “Interaction requires the risk of failing to produce
intended meaning, of failing to interpret intended meaning,
of being laughed at, of being shunned or rejected. The
rewards, of course, are great and worth the risks”.

13. Self-esteem
 In the context of language learning, low self-esteem can have
serious consequences.
 Students may avoid taking the necessary risks to acquire
communicative competence in the target language. They may
feel deeply insecure and even drop out of the class.
 In the language classroom it is important to be concerned
about learners’ self-esteem.

14. Anxiety
 Any task that involves a certain degree of challenge can
expose the learner to feelings of self-doubt, uneasiness or
fear.
 Anxiety can be considered a negative factor in language
learning.
MacIntyre and Gardner (1991)
 Conducted on state anxiety indicate that foreign language
anxiety can have a negative effect on the language learning
process.

15. Empathy
 Empathy is predicted to be relevant to acquisition in that
the empathic person may be the one who is able to
identify more easily with speakers of a target language
and thus accept their input as intake for language
acquisition.