2. Age
!! Factor Affect LLS !!
Gender
Level of
Proficiency
Motivation
Experience in
studying a
Language
3. Gender
• Goh and Kwah (1997) , Gu (2002) , Hong-Nam &
Leavell (2006) , Mochizuki (1996) , Wahrton (2000) ;
A number of studies reported significantly more use of learning
strategies than their male counterparts. These studies
postulated that female students used Compensation and
Affective Strategy than male ones.
• Politzer (1938)
Do a survey on 19 undergraduate foreign language
learners, found a minor differences between female and male
learners with females making a greater use of social interaction
strategies.
4. Age
• Wong-Fillmore (1979)
A study of young children showed that cognitive and social
strategies were very important.
• White (1993)
A study of LLS by using specific age groups a learner of
French and Japanese in New Zealend and found that learner
aged over thirty used metacognitive self-management
strategies more than those who were younger.
5. Level Of Proficiency
• O’Malley et al. (1985a)
A study on ESL school beginners reported using more
strategies than did the students from the intermediate
level.
• O’Malley and Chamot (1990)
A study conducted on school learners of Spanish and
Russian, found that beginners reported less use of
strategies than did those from the intermediate level.
6. Motivation
• Gardner (1985)
Motivation and attitude are the primary sources contributing to
individual language learning.
• Dornyei (2001)
Motivation can be a matter explaining why people decide to do
something, how long they are willing to sustain the activity, and
how hard they’re going to pursue it.
• Oxford and Nyikos (1989)
Learnes with high motivation to learn a language will likely use a
variety of strategies.
7. Experience in Studying a Language
• Opper, Teichler, and Carlson’s (1990) – a study on
Experience in studying a language as one of factor affect LLS :
confirmed by Purdie and Oliver (1999) ; comprehensive study
investigating studying abroad program in Europe and United States.
As a result, studying abroad give high influence in thought, learning
style and the ability of learning language.
• Purdie and Oliver (1999) - Reported that there LLS used by
bilingual school-aged children coming from 3 main cultural group
Asian, European and a speaker of Arabic. The result showed that
who had been in Australia for a longer period of time ( 3 or less
years and 4 or more) obtain significantly higher score for Cognitve
and Memory Strategy.
8. Thank You !
By Najihah Bt Mohd Ismail Eh
A143850
Faculty of Education / TESL
National University of Malaysia