GGGE 6533

LANGUAGE LEARNING

STRATEGIES INSTRUCTION

SITI MARIAM ZAKARIA

P79125

PROF. DR. MOHAMED AMIN EMBI

5 FACTORS AFFECTING

LANGUAGE LEARNING

STRATEGIES USE

BELIEFS

GENDERLEARNING

STYLES

MOTIVATION

LANGUAGE

PROFICIENCY

FACTORS

AFFECT

LLS

MOTIVATION

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.

.

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

(Oxford & Nyikos, 1989; Ehrman & Oxford

1990)

Highly motivated learners employ more

strategies frequently than less highly

motivated learners.

GENDER

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.

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

LEARNING STYLES

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.

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.

LANGUAGE PROFICIENCY

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.

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.

Nambiar (1996)

The beginning, intermediate, and

advanced learners in a Malaysian tertiary

setting used similar strategies but the

manipulation of the strategies were

different.

BELIEFS

BELIEFSYang (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 )

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

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).

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.

REFERENCE

• Nambiar, R. (2009). Learning strategy

research-where are we now? The Reading

Matrix, 9(2), 137-144.