1. By : Mohd Syafiq Bin Rosman
(A143832)

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Hong-Nam and Leavell (2006) investigated learning
strategy use by 55 students that learn English as second
language (ELS),the result showed the students prefer to
use meta-cognitive strategies. Mean difference revealed
that females engaged in strategy use more often than
males.
Wen and Wang’s finding demonstrating that gender was
one of the factors affecting the choices of language
learning strategies. That is females used memory and
meta-cognitive more frequently than males.
Ehrman and Oxford’s (1989) studies shows that female
students are frequently in using LLS than male students.

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According to Gardner (1985) , motivation and attitudes
are the primary sources contributing to individual
language learning .
Gardner also stated that there’s four components of
motivation : a goal, effort, want and attitudes toward the
learning activity.
Instrumental : Refers to individual’s willingness to have a
social interaction with the members in the group.
Integrative : Refers to individual’s attitude towards the
target language.

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Oxford (1994) stated that remembering strategy by
memorizing and other ways of remembering are use
more often by Asian students.
Reid (1987) found that students who come from different
countries have different styles of learning second
language.
Mohd Amin Embi study reported no significant variation
in the use of LLS as a whole based on the ethnicity,
however, Indian students were more likely to use
strategies in the classroom and outside classroom than
students of Chinese and Malay.
Griffiths (2003) found that ethnicity and cultural is
considered as one of the variables that influence the use
of LLS.

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Chen (1994) study of 578 high school students in Taiwan
indicates that there’s no statically significant relationship
between age and the use of LLS.
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According to Graham (1997) it is quite difficult to trace
clearly the development of LLS based on the student’s
age.

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Prof Amin Embi (1996) study find learning English in
Malaysia can be considered in the context of language
learning mixed. This is due to the English language in
Malaysia has its own history since the British colonized
Malaya.
Azlina (1998) study found that among the reasons for the
inability of students to master the Arabic language is
because the students assumed it as a foreign language
and its use is not wide in Malaysia.
Chamot and collegues (1987) study showed that
students who studied Russian language use more
strategies than those who learn Spanish.