2. A
G
E
The first factor that affect LLS usage is AGE.
Based on several studies, AGE affects the LLS because the
different level of cognitive and meta cognitive system in one
selves.
Eg-White (1993) studied LLS use by specific age groups of
learners of French and Japanese in New Zealand and found that
learners aged over thirty used meta cognitive self-management
strategies more than those who were younger.
Studies such as those mentioned above provide evidence that
age does have an effect on LLS use.
3. GENDER
The second factor that affect the LLS usage is GENDER.
Few studies show that females are greater use of LLS that males.
Eg- Politzer (1983), for example, examined ninety undergraduate foreign language
learners, found a “relatively minor” (p.62) difference between male and female
learners with females making a greater use of social interaction strategies.
Likewise, Ehrman and Oxford (1988) studied seventy-eight subjects and found that
females used more strategies than males on four SILL factors: general
strategies, authentic language use, searching for and communicating meaning, and
self-management strategies.
4. LEVEL OF
PROFICIENCY
Lots of studies show that the someone who
has high proficiency in one language acquires
LLS most of the time.
However ,there is no conclusive evidence to
suggest a causal relationship between high
proficiency and LLS use. In some learners
more strategy use might increase
proficiency, in others the opposite might be
true (Skehan 1989).
For example,O’Malley et al. (1985a) found
that ESL school beginners reported using
more strategies than did the students from
the intermediate level. In another study
conducted on school learners of Spanish and
Russian, O’Malley and Chamot (1990) found
that beginners reported less use of strategies
than did those from the intermediate level.
5. CAREER
CHOICE
career choice also is one of the factors that affect the LLS usage.
because people learn based on their career and the level of the language
usage in the career.
The study of Politzer and McGroarty (1985), mentioned above, has
shown that learners who were majors in engineering or other physical
sciences scored lower than did majors from social sciences and humanities
background.
6. YEAR OF
LEARNING
The last but not least factor that
affecting the usage of LLS is YEAR OF
LEARNING.
This is because, different year, different
level of hardness in learning.
Eg-Ramirez (1986) showed that the
years of language learning
affected the use of nine (out of 50)
strategies indicated in the inventory. In a
different type of study, 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, affe
