5 factors affecting language learning strategies usage

5 Factors Affecting Language Learning Strategies Usage

Amrien Hamila binti Ma’aropP71692

Prof. Dr. Mohamed Amin Embi

MOTIVATION• Motivation and attitudes are the primary sources

contributing to individual language learning (Gardner, 1985).

• Motivation consists of 4 components: a goal, effort, want and attitudes towards the learning activity (Gardner, 1985).

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MOTIVATION• Motivation can be classified into 2 orientations of

reasons:– Integrative• the individual’s willingness and interest in having

social interaction with members of the L2 group• occurs when students wish to truly become part of

the culture of the language being learned

– Instrumental• more self-oriented• occurs when students have utilitarian reasons such

as they want to pass exam or they want to get a job

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MOTIVATION• Both instrumental and integrative orientations lead

to more proficiency, but integrative orientation motivated students to learn more (Gardner & Lambert, 1972).

• Research findings:– Strong positive relationship between learner’s

motivation and appropriate use of LLS (Macaro, 2001; Ehrman, 1990; Oxford & Nyikos, 1989).

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MOTIVATION• Research findings:– More motivated learners used a significantly greater

range of LLS than less motivated learners (McIntyre & Noels, 1996; Oxford, 1990; Oxford & Nyikos, 1989).

– More motivated learners used more metacognitive strategies than less motivated learners (Khamkhien, 2010).

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GENDER• Research findings:– Gender differences play a big role in the use of LLS

(Oxford & Nyikos, 1989).

– Females used significantly more LLS than their male counterparts (Zare, 2010; Lee, 2003; Green & Oxford, 1995; Ehrman & Oxford, 1989; Politzer, 1983).

– Female learners used memory, metacognitive and social strategies most and memory strategies the least, while males favored the use of metacognitive and compensation strategies most and affective strategies the least (Hong-Nam & Leavell, 2006).

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GENDER• Research findings:– Male participants used more LLS in listening and writing

activities inside class, out-out-class and for examinations whereas females used more language learning strategies in reading inside class and for examinations (Zamri, 2004).

– In contrast, some studies found that male used more

language learning strategies than their female counterparts (Wharton, 2000; Tran, 1988).

– No significant difference in the use of language learning

strategies between females and males (Chou, 2002; Chang, 1990).

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LEVEL OF PROFICIENCY• Research findings:– More proficient learners were associated with an

increased use of both direct and indirect strategies (Rahimi et al., 2008; Chen, 2002; Park, 1997; Green & Oxford, 1995; Chang, 1990).

– Cognitive and metacognitive strategies showed high correlations with high language proficiency levels (Peacock & Ho, 2003; Ku, 1995).

– Translation strategy was used more by beginners, whereas contextualization was used more by the intermediate level students (O’ Malley et al., 1985).

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LEVEL OF PROFICIENCY• Research findings:– Low proficiency students employed more

communication strategies than high proficiency students whereas high proficiency students mainly employed linguistic-based communication strategies (Chen, 1990).

– Compensation strategies were favored more by low proficiency students (Chen, 2002).

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AGE• Research findings:– Young children employed strategies in a task-specific

manner, while older children and adults make use of generalized strategies, which they employed more flexibly (Ellis, 1994).

– Younger beginners students used more LLS than the older beginners and the former used more of the cognitive strategies but fewer compensation strategies than the latter (Karim & Zainab, 2013).

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LEARNING STYLES• Research findings:– Individual’s learning style preferences influence the

type of LLSs they use (Rossi-Le, 1995 & Ehrman & Oxford, 1990).

– Extroverts show a strong preference for social strategies while introverts use metacognitive strategies more frequently (Ehrman & Oxford, 1990).

– Learners who favor group study were shown to use social and interactive strategies, such as working with peers or requesting clarification (Rossi-Le, 1995).

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ReferencesKamarul Shukri, M. T. & Mohamed Amin, E. (2010). Strategi Pembelajaran

Bahasa. Kuala Lumpur: Penerbit Universiti Malaya

Karim, S. & Zainab, A. K. (2013). Learners’ starting age of learning EFL and use of language learning strategies. English Language Teaching, 6(1), pp. 28-34.

Khamkhien, A. (2010). Factors affecting language learning strategy reported usage by Thai & Vietnamese EFL learners. Electronic Journal of Foreign Language Teaching, 7(1), pp. 66-85.

Rahimi, M., Riazi, A. & Saif, S. (2008). An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. Canadian Journal of Applied Linguistics, 11(2), pp. 31-60.