This presentation is for my Learner Strategies instructor, Prof Amin Embi, National University of Malaysia.

1. 5 Factors
Affecting LLS
By: Nor Hanisah binti Abdulah
A150339

2. 1. Motivation
Politzer and McGroarty (1985) indicated that the
goal of the English language learning is a major topic in any
discussion of language learning strategies.
Oxford (1989) argued that learners learn target
languages for different reasons and purposes and this could
have an effect on their choice of learning strategies.

3. Oxford and Nyikos (1989) asserted that motivation
had a “pervasive influence on the reported use of specific
kinds of strategies…” .
Nyikos and Oxford (1993) reporting on a study of
university language learners in the USA who were taking a
language as a requirement, reported that the students
concentrating on obtaining good grades focused on formal.

4. 2.Learning Styles
Ehrman & Oxford (1990) Extroverts show a strong
preference for social strategies; introverts use
metacognitive strategies more frequently.
Rossi-Le (1995) Learners who favour group study tend
to use social and interactive strategies.

5. 3.Gender
Politzer (1983) examined ninety undergraduate foreign
language learners, found a “relatively minor” difference
between male and female learners with females making a
greater use of social interaction strategies.

6. Oxford and Nyikos (1989) females reported more
frequent strategy use than males of formal practice
strategies, general study strategies and conversational input
elicitation strategies. (e.g. asking to speak slowly,
requesting pronunciation correction, and guessing what the
speaker will say).

7. Tran’s (1988)Study of immigrant Vietnamese aged from
40 to 92, in the USA revealed that males made greater use
of strategies to learn and to improve their English language
skills (e.g. taking English courses, practicing English with
American friends and watching television or listening to the
radio in English).

8. 4.Proficiency Level
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.

9. The results indicated that high-proficiency learners mainly
employed linguistic-based communication strategies such
as synonyms more frequently than low-proficiency
learners.
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.

10. 5.Experience In Studying
Opper, Teichler & Carlson (1990) Studying abroad
(in Europe or the United States) contributed to language
learning strategy choices.

11. Purdie and Oliver’s (1999) study showed that
students who had been in Australia for a longer period of
time (3 or less years and 4 or more) obtained significantly
higher mean scores for Cognitive strategies and for Memory
strategies.
Rahimi et al. (2008)But, frequency of LLS used
decreased across increasing time length of studying the
language.

12. “To have another language is to possess a
second soul.”
(Charlemagne)
Thank you for reading!