GE6533 – LANGUAGE LEARNING STRATEGIES

INSTRUCTION

Prof Dr Mohamed Amin Embi

Factors Affecting Language Learning Strategy

By : Gurminderjeet Kaur a/p Kartar Singh

P66326

Affective Variable -

Motivation

Level of Proficiency

Gender

Learning Experiences

Learning styles

There are a few factors that affect language learning strategies. They are: a. Affective variable

– Motivationb. Level of

proficiencyc. Genderd. Learning

experiencese. Learning styles

Factors affecting LLS

• Motivation♣ An important factor contributing to LLS. ♣ Highly motivated Thai and Vietnamese students use various LLS to improve themselves in language learning (Khamkhien 2010)♣ Highly motivated students used LLS more often than less motivated students (Okada, Oxford & Abo 1996; Taguchi 2002) ♣ Tamada (1996) found that instrumental and integrative motivation were significant factors in the choice of LLS♣ McIntyre and Noels (1996) study shows that highly motivated (integrative) learners tend to adapt more LLS and use them frequently. They find LLS more effective and easy to use.

AFFECTIVE VARIABLE

Motivation♣ MacLeod (2002) found that integrative and instrumental motivation had effect on learners LLS. Learners motivational level was effected by the strategy use.♣ Rahimi, Riazi and Saif (2008) study indicates that motivation is the major predictors of LLS among Persian learners.♣ In Stoffa, Kush & Heo (2011) study on Korean immigrant students in US, shows that no correlation was found between motivation and direct LLS. However, it was evident that there was a significant relationship between motivation and indirect LLS.

AFFECTIVE VARIABLE

♣ Several studies shows that high-proficiency level learners

use wider range of strategies more frequently compared to

the low-proficiency level learners (Chen 1990; Taguchi

2002; Salahshour, Sharifi & Nedasalahshour 2012;

Alhaisoni 2012 )

♣ Rahimi, Riazi & Saif (2008) found that proficiency level

was the most important factor affecting LLS use among

Persian students.

♣ Effective learners used more learning strategies than

less effective learners ( Park 2010)

LEVEL OF PROFICIENCY

♣ Females used more LLS than males (Oxford & Nyikos 1989; Taguchi

2002; Green & Oxford 1995; Alhaisoni 2012 )

♣ Salahshour, Sharifi & Nedasalahshour (2012) on Iranian high school

students found that female learners use LLS more frequently than male

learners. Male learners used metacognitive, social and memory

strategies while female learners employ metacognitive, compensation

and memory strategies.

♣ Griffiths (2003), Rahimi, Riazi and Saif (2008) and Khamkhien (2010) ,

on the other hand, found no significant differences on gender regarding

LLS use.

♣ But, Wharton (2000) found that Singapore university male students

employed more LLS significantly than female students.

GENDER

♣ Experienced learners use LLS more effectively

(MacLeod 2002)

♣ But, according to Rahimi, Riazi & Saif (2008), the

years of language study on LLS use pointed to a

negative relationship. The frequency of LLS use

decreased across increasing time length.

♣ Thai and Vietnamese students with additional

experience in studying English used more LLS

(Khamkhien 2010)

LEARNING EXPERIENCES

♣ Learners that frequently employed LLS tend to

have better reading comprehension (Zare & Noordin

2011)

♣ No significant differences of learning styles by

Persian learners LLS choices (Rahimi, Riazi and Saif

2008)

♣ Alireza & Abdullah (2010) found that there were

significant differences in learners perceptual learning

style preferences and LLS.

LEARNING STYLES

∞ Alhaisoni, E. 2012. Language Learning Strategy Use of Saudi Efl Students in an Intensive English Learning

Context. Asian Social Science 8(13): 115-127

∞ Chen, S.Q. 1990. A Study of Communication Strategies in Interlanguage Production by Chinese Efl Learners.

Language Learning 40(2): 155-187.

∞ Green, J. M. & Oxford, R. 1995. A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL Quarterly 29(2): 261-297.

∞ Griffiths, C. 2003. Patterns of Language Learning Strategy Use. System 31(3): 367-383.

∞ Khamkhien, A. 2010. Factors Affecting Language Learning Strategy Reported Usage by Thai and Vietnamese Efl

Learners. Electronic Journal of Foreign Language Teaching 7(1): 66-85.

∞ MacIntyre, P. D. & Noels, K. A. 1996. Using Social-Psychological Variables to Predict the Use of Language Learning

Strategies. Foreign Language Annals 29(3): 373-386.

∞ Macleod, P. 2002. Take Two Language Learners: A Case Study of the Learning Strategies of Two Successful

Learners of English as a Second Language with Instrumental Motivation Journal of Language and Linguistics 1(2): 1-17.

∞ Okada, M., Oxford, R. L. & Abo, S. 1996. Not Alike: Motivation and Learning Strategies among Students of

Japanese and Spanish in an Exploratory Study. Honolulu: University of Hawaii.

∞ Oxford, R. & Nyikos, M. 1989. Variables Affecting Choice of Language Learning Strategies by University Students.

The Modern Language Journal 73(3): 291-300

REFERENCES

∞ Park, G.-P. 2010. Investigation into Learning Strategies Used by Effective and Less Effective Efl Learners in

Korea. Asian Social Science 6(8): 3-13.

∞ 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): 31-60.

∞ Salahshour, F., Sharifi, M. & Nedasalahshour. 2012. The Relationship between Language Learning Strategy

Use, Language Proficiency Level and Learner Gender. Procedia - Social and Behavioral Sciences 70(634 - 643.

∞ Stoffa, R., Kush, J. C. & Heo, M. 2011. Using The motivated Strategies for Learning Questionnaire and the

Strategy Inventory for Language Learning in Assessing Motivation and Learning Strategies of Generation 1.5 Korean

Immigrant Students. Education Research International 2011 1-8.

∞ Tamada, Y. 1996. Japanese Learners' Language Learning Strategies: The Relationship between Learners'

Personal Factors and Their Choices of Language Learning Strategies. ERIC

∞ Taguchi, T. 2002. Learner Factors Affecting the Use of Learning Strategies in Cross-Cultural Contexts. Prospect

17(2): 18-34.

∞ Wharton, G. 2000. Language Learning Strategy Use of Bilingual Foreign Language Learners in Singapore.

Language Learning 50(2): 203-243.

∞ Zare, P. & Noordin, N. 2011. The Relationship between Language Learning Strategy Use and Reading

Comprehension Achievement among Iranian Undergraduate EFL Learners. . World Applied Sciences Journal 13(8):

1870-1877

REFERENCES

THANK YOU

THE END