There are several key factors that affect language learning strategies: 1. Personality - Introverts are less likely to experiment with new language, while extroverts are risk-takers who actively use the language in various situations. 2. Age - Children are more capable of gaining a native-like accent and tend to master pronunciation and grammar better than adults due to their young minds. Adults have an advantage in learning grammar more quickly initially. 3. Social-psychological factors - Motivation, attitudes, teachers' expectations, parents' and peers' attitudes can all positively or negatively influence language learning. Females tend to use social and metacognitive strategies more frequently, while males prefer metacognitive

1. FACTORS THAT AFFECT
LANGUAGE LEARNING
STRATEGIES
BY FIONNA ANAK JEFFERY
A151239

2. 1. PERSONALITY
 INTROVERT:
 Sensitive to rejection making them less likely to experiment
with new language in any kind of situation possible. (less
successful learner)
 EXTROVERT:
• Risk-taker – experiment with new language with native
speaker in any situation possible even if they are struggling
in trying to explain something they will use hand to
demonstrate/explain.
• Active- constantly use the language
• Lively- not easily discourage in using the language
• Sociable- open to criticism from native speakers and
interact with them without hesitation

3. 2. AGE
 CHILDREN VS ADULT:
 Native-like accent - Child’s mind is like a sponge so,
they are more likely capable of gaining native accent
in informal context than adult.
 Grammar - adults overpower children where rate of
learning is concerned but this situation will be
overturn when children with enough exposure to the
2nd language will catch up. The critical period for
grammar is around 15 years. Under this period
learners may acquire native grammatical
competence.
 Pronunciation and grammar - hildren are more likely
to master both than adults because of their curious
nature and young mind.

4. 3. SOCIAL-PSYCHOLOGICAL
MOTIVATION
 Parents- they should support their child activities in
trying to master 2nd language by providing
opportunities to learner to mingle or interact with
native speaker . In some case providing in the term of
money, time, advise, being supportive and
encourage.
 Teacher – being constantly patient and gives useful
advise. Maybe provide free tuition and extra
exercises and activities.
 Peers – practice together and being supportive

5.  ATTITUDE
 Longer time studying pair with the right attitudes which is
less or even better no sense of prejudice and stereotypes
will ensure their success in mastering 2nd language
The longer the time studying, and the higher the success
the more positive the attitude that results.
a) Teachers - degree of expectations and attitude towards
origin
b) Parents’ attitudes –positive or negative affecting learners
motivation
c) Learning situation (learners can hold negative attitudes
towards the learning situation if the teacher’s agenda is
very different from the students’ one
d) Peers attitudes – positive or negative when learners still
transition to adapting using 2nd language
e) Ethnicity (Giles’s Social Accommodation: native origin:
convergence/divergence) (Immersion programs: shift of
attitudes)

6. 4. GENDER
 Several studies reported that female students used
Compensation and Affective strategies more frequently than
male ones.(e.g. Goh & Kwah, 1997; Green & Oxford, 1995; Gu
2002).
 Investigation was made to observe learning strategy use of 55
students learning English as a second language (ESL) with
differing cultural and linguistic background: Brazil, China,
German, Indonesia, Japan, Korea, Malaysia, Taiwan, Thailand,
and Togo(Hong-Nam and Leavell, 2006) .
 The results showed the students mostly preferred to use
Metacognitive strategies, whereas they pointed out Affective
and Memory strategies in overall strategy are the least use.
This differences revealed that females most likely to engaged in
strategy use more frequently than males.
 Female participants using - Social and Metacognitive strategies
(the most), Memory strategies (the least)
 Male participants using- Metacognitive and Compensation
strategies(the most), Affective strategies (the least)

7. 5. CULTURAL BACKGROUND
 Many researchers found that cultural background to
be affecting LLS. These are some of them:
 Bedell (1993) found that different cultural groups use
particular kinds of strategies at different levels of
frequency (cited in Oxford et al., 1995).
 Asian students tend to prefer memorisation and
rule-oriented strategies (Politzer & McGroarty,
1985).
 Taiwanese students seem far more structured,
analytical, memory-based, and metacognitive
oriented than other groups (Oxford, 1994).
 Asian students are less willing than Hispanic
students to try new learning techniques (O’Malley et
al., 1985).
 Asian students prefer their own established rote
learning strategies(O’Malley & Chamot, 1990)