The document discusses several factors that can influence language learners' choice and use of language learning strategies. It finds that females generally use more learning strategies than males. Proficiency level is also a strong predictor, with more proficient learners using a wider variety of strategies, especially cognitive and metacognitive strategies. Individual learning styles and motivational levels can also impact strategy selection. Extroverts prefer social strategies while introverts use metacognitive strategies more. Motivation is positively correlated with increased strategy use. The amount of time spent studying abroad may also influence learners' strategy choices.

2.  Females use significantly more learning strategies than males
 Females found to use strategies more frequently even across cultural
backgrounds
 Females used Social & Metacognitive Strategies most, while males used
Metacognitive & Compensation most
 In contrast, some studies found males use learning strategies more
than females
 Where males were more likely to use a variety of learning strategies
than females
 Although no significant gender differences, males used significantly
more Social Strategies than females
 Still there are other studies that found no gender differences for LLS
use
 No significant effect on certain strategies like Memory, Metacognitive &
Affective, unless from different majors
 No statistically significant differences according to gender with strategy
use

3.  High level of proficiency associated with increased use of
both direct and indirect strategies
 A linear correlation and significant correlations between
strategy use and proficiency level were found among
Korean EFL learners & university students in Hong Kong
respectively
 Both Cognitive & Metacognitive strategies show high
correlations with high language proficiency levels
 Proficiency level strongest predictor of LLS used by
Iranian learners
 Proficient students used more overall strategies , but
significantly more cognitive, metacognitive, and affective
strategies than less proficient ones

4.  An individual’s learning style preferences influence the
type of LLS they use
 Extroverts show a strong preferences for Social
Strategies while introverts use Metacognitive
Strategies more frequently
 Learners who make study group tend to use more
Social & Interactive strategies
 There were qualitatively significant differences
between Iranian EFL learner perceptual learning style
preferences & LLS

5.  Studying abroad contributed to LLS choices
 Purdie & Oliver’s (1999) study showed that students
who had been in Australia for a longer period time
obtained significantly higher mean scores for
Cognitive Strategies & for Memory Strategies
 But, frequency of LLS used decreased across
increasing time length of studying the language

6.  An important factor influencing strategy use
 Positive correlation between motivation level and use of
LLS
 More motivated learners used more LLS and more
frequently
 Number of learning strategies associated with motivation
level
 Based on Japanese students in England, instrumental and
integrative motivation had significant effect on choice of
LLS
 MacLeod (2002), strategy use was affected by
motivational level instead of a particular motivational
orientation
 The most significant factor that affecting choice of LLS

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