This document discusses several factors that affect language learning strategies, including age, motivation, gender, family background, and learning styles. Younger or less advanced language learners tend to use social strategies more, while motivation is one of the most important factors impacting achievement. Some studies have found that males use strategies more than females, though findings are mixed. Children from larger families may have fewer learning resources. Learning styles also influence the types of strategies students choose, and effective learners use a variety tailored to their personality and goals.

1. FACTORS THAT
AFFECTING LLS
By :
Engku Nor Fatin Nadia bt
Engku Razali
TESL Programme
A147921

3. AGE
Oxford (1990) stated that students of
different ages and learning stage of second
language employed somewhat different
strategies; older or more advanced students
used certain strategies more frequently than
did younger or less advanced students.
 Lee & Oxford (2008) indicated that young
learners tended to use social strategies like
discussing with and asking help from others
more than other types of strategies.

4. MOTIVATION
As Oxford (1990) indicated, factors affecting
language learning are very complicated,
including motivation, attitudes, language
anxiety, self-confidence, language aptitude,
family size, and personality variables.
Motivation is one of the most important
factors which affect students’ language
learning achievement.

5. GENDER
 Some studies designate that males used learning
strategies more than females when learning a
language (Tran, 1988; Wharton, 2000).
 Wen and Wang’s findings correspond to Green and
Oxford’s (1995) study, demonstrating that gender
was one of factors affecting the choices of language
learning strategies. That is, females used Memory
and Metacognitive strategies more frequently than
males.
 In sharp contrast, some studies designate that
males used learning strategies more than females.

6. FAMILY BACKGROUND
 Blake(1989) indicated that learning resources will
be diluted in the large families, including parental
interaction and attention.
 According to the model proposed by Swell and
Shah (1967), parents’ background will affect
grades positively because higher-educated
parents will place more emphasis on academic
achievement and create home situations that are
conductive to study and concentration.

7. LEARNING STYLES
 An individual’s learning style preferences
influence the type of LLS they use.
 Students with different learning styles
often choose strategies that reflect their
style preferences (Green & Oxford 1995)
 Ehrman (1989) said that effective
learners use a variety of learning
strategies relevant to the individual’s
personality, goals and stage of learning