2. LEARNERS’ LEVEL OF PROFICIENCY
Chen (1990), in a study on the relationship
between communication strategies and and the
proficiency level L2 learner found that low-
proficiency students employed more
communication strategies than high-proficiency
ones.
The results indicated that high-proficiency
learners mainly employed linguistic-based
communication strategies such as synonyms
more frequently than low-proficiency learners.
3. Cognitive and metacognitive strategies
showed very high correlations with the
proficiency level of the students and were
used by high-proficiency learners.
Compensation strategies, however , were
shown to be favoured by both high- and low-
proficiency.
4. MOTIVATION
McIntyre and Noels (1996) examined the
relationship between LLSs and motivational
level among undergraduate foreign language
learners.
They reported that compared with less
motivated learners, those who were
substantially motivated, tended to adapt
more learning strategies and used them
more frequently.
5. A study showed that that both integrative and
instrumental motivation had a significant
effect on learners’ choice of LLSs.
MacLeod (2002) found that strategy used
was not affected by the participants’particular
motivational orientation(whether instrumental
or integrative) but, rather,by motivational
level.
6. PERSONALITY TYPES
Ehrman and Oxford (1990) studied that
extrovert show a strong preference for social
srategies, while introvert use metacognitive
strategies more frequently.
Meanwhile, Rossi-Le (1995), learners who
favor group study are shown to use social
and interactive strategies such as working
with peers or requesting clarification.
7. Closure-oriented students are serious, and
hardworking learners who like to be given
written information and enjoy specific tasks
with deadline.
In contrast,open learners take second
language learning less seriously, treating it
like a game to be enjoyed rather than a set of
task to be completed.
8. GENDER
Gardner and Lambert (1972) observed that not
only females had more positive attitudes toward
the speakers of a second language but they
were also more motivated toward learning
second language than males were.
Arabski (1999) also found out in his study that
the girls differed in their strategy use with regard
to finding out about language learning, asking
for correction and looking opportunity to speak
in English.
9. ETHNICITY
Sheorey (1999) found that Indian learners
concentrated on strategies they perceived
useful to help them succeed in examination.
Nuril Huda (1998) stated that Malaysian
learners tend to avoid affective strategies
because they do not feel comfortable
expressing their feelings.
10. Oh (1992) , metacognitive strategies appear
to be popular with Korean students and
Aliweh (1998) found that Egyptian preferred
metacognitive and memory strategies to
cognitive strategies.
11. BELIEFS
All learners have strong beliefs about how
languages are learned and this will determine
their strategy use because research has shown
that their strategy use is consistent with the
beliefs they have about learning.
Yu (2007) surveyed learning beliefs and learning
strategies used by third-year college students
in China and found that the students had very
strong form-focused beliefs and disagreed with
the use of mother tongue to learn language.
