This document discusses 5 factors that affect language learning strategy (LLS) usage: gender, motivation, experiences, family background, and proficiency levels. Gender studies have found that female students use compensation and affective strategies more than males. Motivation refers to a student's willingness to interact in the target language and having both instrumental and integrative motivation can lead to more language learning. Experience studying abroad can influence learning style and actual language ability. Family background, such as parental education levels, attention, and home environment can impact student achievement and strategy use. Proficiency levels also influence strategy use, with more effective language learners employing a variety of strategies compared to poorer learners.

1. NAME: NURUL NADIAH BT MOHD NASIR
MATRIC NO: P71699
5 FACTORS THAT AFFECTING LLS USAGE

2. GENDER
(Khamkein, 2010)
◦ A number of studies reported significantly more use of learning
strategies than their male counter parts. E.g (Goh & Kwak,1997;
Green & Oxford, 1995; Gu 2002)
◦ These studies postulated that female students used
Compensation & Affective strategies more frequently than male
ones.
◦ In a recent study by Hong-Nam and Leavell (2006), revealed
that female engaged in strategy use more frequently than
makes in Learning English as a second language.

3. MOTIVATION
◦ According to Gardner (1985), motivation and attitudes are the
primary sources contributing to individual language learning.
◦ The formers refer to the individual’s willingness and interest in
having social interaction with members of the L2 group.
◦ Gardner and Macintyre (1993), concluded that both instrumental
and integrative orientation motivated students to learn more.
◦ Oxford & Nyikos (1989), indicates that the learners with high
motivation to learn a language will likely use a variety of
strategies

4. EXPERIENCES
◦Purdie and Oliver’s (1999) study highlights the importance
of experience in studying a language as one of the factors
affecting the choices of LLS.
◦Opper, Teichler, & Carlson’s (1990) findings show that
studying abroad is deemed to have an influence on
student’s thought and learning style, especially in their
actual ability in language learning.
◦Oxford (1996) conclusion exerting that there are other
factors including culture & nationality that can influence on
learning strategies choice.

5. FAMILY BACKGROUND
(WU &LIN FANG 2013)
◦ Family background is one of the important factors that affecting LLS
◦ Blake (1989), indicates that learning resources will be diluted in the large
families including parental interaction & attention.
◦ Seawell & Shah (1987) mentioned that the educational aspirations among
young people are positively related to socioeconomic background.
◦ Shah (1967), mentioned that parent’s background will affect grades
positively because higher –educated parents will place more emphasis on
academic achievement & create home situations that are conducive to
study.

6. PROFICIENCY LEVELS
(RAHIMI, 2004)
◦Research shown that more effective language learners
use more & better learning strategies than poorer
language learners. (Rubin, 1975; Stern 1983)
◦Chen (1990), in his study on the relationship between
the strategies & the proficiency level of L2 learners
found that low proficiency students employed more
communication strategies then high-proficiency one.