Assignment given for week 5

1. GGGE 6533
LANGUAGE LEARNING
STRATEGIES INSTRUCTION
SITI MARIAM ZAKARIA
P79125
PROF. DR. MOHAMED AMIN EMBI

2. 5 FACTORS AFFECTING
LANGUAGE LEARNING
STRATEGIES USE

3. BELIEFS
GENDER
LEARNING
STYLES
MOTIVATION
LANGUAGE
PROFICIENCY
FACTORS
AFFECT
LLS

4. MOTIVATION

5. MOTIVATION
 Oxford and Nyikos (1989)
 motivation proved to be the most powerful
influence on the use of learning strategies
 highly motivated students tended to use
more strategies from formal rule-related
strategies, functional practice strategies,
general study strategies and
conversational strategies.

6. .
 Kaylani (2006)
 male students in Jordan seem to be
more integratively motivated while
females were instrumentally
motivated
 Park (2005)
 Korean high school students –
extrinsic motivation was stronger
than intrinsic motivation
 highly motivated students possessed
a richer repertoire of strategies

7.  (Oxford & Nyikos, 1989; Ehrman & Oxford
1990)
 Highly motivated learners employ more
strategies frequently than less highly
motivated learners.

8. GENDER

9. GENDER
 Oxford and Nyikos (1989)
 Carried out a study with foreign language
students
 Findings : female students displayed
greater use of form rule-related practice
strategies and conversational input
elicitation strategies.

10. Green (1991); Watanabe (1990); Noguchi
(1991); Zoubir, Shaw, & Oxford (1995);
Dreyer & Oxford (1996); Abou Baker El-
Dib (2004); Lu (2007)
 Females generally use more strategies
than males

11. LEARNING STYLES

12. LEARNING STYLES
 Cohen (1998); Fan (2003); Oxford (2003)
 Learning styles of an individual will help
determine to some extent the strategies
employed in language processing.
 Rossi-le (1989)
 How a learner uses learning strategies is
related to his/her learning style.
 Learners who favor group study are shown
to use social and interactive strategies.

13.  Ehrman & Oxford (1990)
 Learning style has a strong influence on
the way adult language learners use
strategies and how they advance in their
language learning.
 Oxford (2003)
 Learning styles and learning strategies of
an individual learner can work
cooperatively with a given instructional
methodology.

14. LANGUAGE PROFICIENCY

15. LANGUAGE PROFICIENCY
 Dreyer & Oxford (1996)
 High correlation between language
proficiency and strategy use among
Africans.
 Proficient learners used the cognitive
strategy, compensation strategy and
metacognitive strategy.
 The use of social strategies was more
common among the less proficient.

16.  Park (1997)
 A significant linear relationship between
strategy use and proficiency in a Korean
context.
 Bremner (1999)
 Significant levels of association between
cognitive strategies and proficiency among
proficient learners of a group of
undergraduates in Hong Kong.
 Less proficient learners tended to use
more affective strategies.

17.  Nambiar (1996)
 The beginning, intermediate, and
advanced learners in a Malaysian tertiary
setting used similar strategies but the
manipulation of the strategies were
different.

18. BELIEFS

19. BELIEFS
Yang (1999)
 Learners’ self-efficacy beliefs about
learning English did influence their use of
functional practice strategies.
 Proposes a cyclical relationship between
beliefs and strategy use ( in her study )

20. Hong (2006)
 Carried out a study among monolingual
Korean and bilingual Korean-Chinese
university students
 Findings: A higher use of learning
strategies was reported since the learners
had stronger beliefs about learning

21.  Yu (2007)
 Carried out a study among third-year
college students in China
 Findings: students had very strong form-
focused beliefs and disagreed with the use
of the mother tongue to learn language(a
significant correlations between beliefs
and strategy use).

22. Mokhtari (2007)
 Carried out a study among a group of 166
students learning Persian in three settings
in U.S using the SILL and BALLI
 Findings: the stronger the beliefs about
learning, the higher the use of strategies.

23. REFERENCE
• Nambiar, R. (2009). Learning strategy
research-where are we now? The Reading
Matrix, 9(2), 137-144.