5 Factors Affecting Language Learning Strategies (LLS)

By: Salma binti Abdul Razak(P71693)

Factors affecting LLS (variables)

There are many factors that influence the selection and usage of LLS among L2 learners (Kamarul & Amin, 2012) [cited from past related studies].

1. Motivation 12. Status of L2

2. Gender 13. Ethnic Affiliation

3. Cultural background 14. Social-cultural environment

4. Attitudes and beliefs 15. Learners’ differences

5. Types of tasks 16. Context of language learning

6. Learning styles 17. Linguistic

7. EFL/ESL background learning 18. Age

8. Choice of career 19. Personality

9. Duration of language learning 20. Learning experience

10. Purpose of learning 21. Socio-economic status

11. Proficiency level Salma binti Abdul Razak (P71693)

Khamkhien (2010)1. Motivation2. Learning experience3. Gender

Rahimi, Riazi & Saif (2008)1. Language proficiency2. Motivation3. Learning style4. Gender

Tatsuya Taguchi (2002)1. Gender2. Educational background3. Duration of study at language-centres4. Motivation5. Levels of English proficiency

Salma binti Abdul Razak (P71693)

1) Motivation

Students’ motivation is influenced by their learning goals, purposes or reasons of learning the L2, as well as clear application to real-life contexts (Rahimi, Riazi & Saif, 2008).

Based on the result of Khamkhien’s study, it shows that motivation can be a significant factor contributing to the LLS employed by learners but it is also influenced by their nationalities (Khamkhien, 2010).

Highly-motivated students are proven to use more strategies in learning a language compared to the students with low motivation (Oxford & Nyikos, 1989, and Okada, Oxford & Abo, 1996, as cited in Tatsuya, 2002; Oxford, 1994).

Salma binti Abdul Razak (P71693)

Two types of motivation – focus on Language Learning : (Gardner & Lambert, 1972, as cited in Kamarul & Amin, 2012) Integrative/ Universal – to integrate with the

language community/users Instrumental/ Concrete – to get good grades, for

career development, for leisure reading

Strong relationship between LLS and motivation; extrinsic and intrinsic (Chang & Huang, 1999, as cited in Kamarul & Amin, 2012) : Students with intrinsic motivation opted to deploy

cognitive and metacognitive strategies. Students with extrinsic motivation preferred

memory and affective strategies.

Salma binti Abdul Razak (P71693)

2) Gender

Female students has been reported in many studies to deploy greater overall LLS compared to males (Oxford & Nyikos, 1989; Oxford, 1994; Noor Zainab, Fauziah, Azian & Babikkoi, 2012; Farzad, Mahnaz & NedaSalahshour, 2013).

However, gender is not a factor that contributes to the different choice of language learning strategies (Chang, 1990, and Chou, 2002, as cited in Kamarul & Mohamed Amin, 2012; Khamkhien, 2008). The result maybe affected by other variables - ethnic

background, cultural background, language learning environment, and the number of participants of each gender for the current study (Khamkhien, 2008).

Salma binti Abdul Razak (P71693)

No significant difference in gender – experienced and matured respondents (Wharton (2000)

as cited in Kamarul & Amin, 2012). being influenced by gender of the L2 educators (Cross

(1983) as cited in Kamarul & Amin, 2012). ability to immerse with the language community or

being taught by L2 educators using similar teaching methods (Tatsuya, 2002).

Salma binti Abdul Razak (P71693)

3) Proficiency Level Students’ learning experience and their awareness of the

learning processes have impact on their choice of LLS > the higher the proficiency level of the students, the more aware they are of the rules and strategies of language learning (Rahimi, Riazi & Saif, 2008).

Proficient learners applied all types of strategies more frequently than the lower ones (Adel, 2011; Farzad, Mahnaz, & NedaSalahshour, 2013). High-proficiency – meta-cognitive and social strategies Low-proficiency – cognitive and compensation strategies

(Tatsuya, 2002)

* A very important implication : an increase in the years of language learning does not necessarily translate into an increase in proficiency level (Rahimi, Riazi & Saif, 2008).

Salma binti Abdul Razak (P71693)

4) Age Neither the older nor the younger beginners used

more LLS – quantitative research (Karim & Mohammad, 2013).

The younger beginners seemed to use slightly more LLS than the older beginners – qualitative research (Karim & Mohammad, 2013).

Adult learners - able to grasp knowledge of syntax and morphology

faster than children- deploy more flexible, general and up-to-date

strategies - more efficient in learning grammar anda

vocabulary Young learners

- able to develop native-like pronunciation and fluency- deploy simple and easy strategies

(Scarcella & Oxford (1992) and Ehrman & Oxford (1995) as cited in Kamarul & Mohamed Amin, 2012).

Salma binti Abdul Razak (P71693)

5) Socioeconomic Status People with different socioeconomic statuses have

different resources to support personal development (Tam, 2013). Students from more affluent homes can afford to go to

tutorial schools to strengthen their learning while poorer student cannot (Kamarul & Mohamed Amin, 2012 & Tam, 2013).

The greatest difference between different socioeconomic classes is in the use of Social Strategies – to interact with foreign maids at home (Tam, 2013). The higher the socioeconomic status of learners, the more

frequently they used Social strategies in learning English > having clear purpose of learning the L2 (i.e. for daily interaction).

Access to native speakers is essential to improve students’ English Proficiency (Tam, 2013). Salma binti Abdul Razak (P71693)

Those who come from wealthier and higher status families are proven to have higher cognitive ability (IQ) (Kamarul & Mohamed Amin, 2012). This is influenced by parents’ educational background and

family income.

Students with higher educated parents generally used more LLSs and applied them outside classroom and for exams – Cognitive and Social Strategies (Nazali (1999) in Kamarul & Mohamed Amin (2012); Kamarul & Mohamed Amin, 2012).

Students from wealthier families deployed more LLSs outside classroom and for exams (Kamarul & Mohamed Amin, 2012). Male students from wealthier families used more LLSs compared

to wealthier females. Female students from lower SES deployed more LLSs compared

to males from lower SES. Salma binti Abdul Razak (P71693)

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Salma binti Abdul Razak (P71693)

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Salma binti Abdul Razak (P71693)