3. Motivation
Carnegie Mellon
• Students will be more motivated if they
know what goals are they working
towards.
• No goals means that they would not have
the spirit to learn because there are no
target to achieve.
4. Motivation is divided into two
(Kendra Cherry)
INTRINSIC
EXTRINSIC
• Own satisfaction
• Performing an activity for
the sake of its own sake
rather than external
reward.
• We are motivated to do
something to get reward
or to avoid a punishment.
5. Mc Intyre and Noels (1996)
• More motivated learners used more LLS and
they tend to use it more frequently compared to
the less motivated learners.
• Motivated learner adopt more LLS and used
them more frequent compared to the less
motivated.
Oxford and Nyikos (1989)
• Motivation is an important factor influencing the
LLS usage.
8. O’Malley et al (1985b)
• Intermediate student uses more
metacognitive strategies than the
beginner.
• Translation strategies was used more by
beginners.
Chen (1990)
• Low-proficiency students employed more
communication strategies than the highproficiency ones.
9. Chen (2002)
• Cognitive and metacognitive strategies showed
very high correlations with the proficiency
level of the participants and were used by highproficiency learners.
• Compensation strategies favored by both high-
and low-proficiency students with the lowproficiency students outperforming the highproficiency students in their use of such
strategies.
10.
11. (Ehrman and Oxford, 1990 ; RossiLe, 1995; among others)
• Individual’s learning styles preferences
influence the type of LLS they use.
Rossi- Le (1995)
• Learners who favors group study are
shown to use social and interactive
strategies, such as working with peers or
requesting clarification.
12.
13. ( Politzer, 1983 ; Hashim and Salih, 1994;
Wharton, 2000)
• Females have consistently been reported as using LLS
more frequently than males do.
Oxford and Nyikos (1989)
• Females use more LLS than males of formal practice
strategies, general study strategies, and conversational
input elicitation strategies.
• As for example, asking to speak slowly, requesting
pronunciation correction and guess what the speaker
will say.
14.
15. Ramirez (1986)
• Years of learning affected the use of nine
(out of 50) strategies indicated in the
inventory.
Purdie and oliver’s (1999)
• study showed that student who had been in
Australia for a longer period of time ( 3 or
less years or 4 or more) obtain significantly
higher mean scores for cognitive strategy
and for memory strategies.
