1. PROF DR MOHAMED AMIN EMBI
BY : NOR ASYIKIN BINTI MOHD ARIDI (A143829)

2. MOTIVATION

3. MOTIVATION AS THE WORK DONE BY STUDENTS IN LEARNING A SECOND
LANGUAGE AS A RESULT OF THE NEED AND DESIRE TO LEARN (ELLIS 1994)
MOTIVATION IN THE CONTEXT OF LEARNING A SECOND LANGUAGE IS
ONE IS WORKING AND TRYING TO LEARN THE LANGUAGE BECAUSE OF
HIS DESIRE TO DO SO AND EXPERIENCE THE SATISFACTION FELT WHEN
CARRYING IT OUT (GARDNER 1985)

4. Attitude and motivation of second language learners have a significant influence on a
learning language (GARDNER & LAMBERT 1972)
INTEGRATIVE MOTIVATION
STUDENTS’ POSITIVE ATTITUDE TOWARDS THE ELEMENTS THAT ARE IN
THE TARGET LANGUAGE (GARDNER & LAMBERT 1972)
INSTRUMENTAL MOTIVATION
FUNCTIONAL REASONS AND VALUE IN USE ON LANGUAGE
ACHIEVEMENT (GARDNER & LAMBERT 1972)

5. MOTIVATION IS CONSIDERED TO BE THE KEY TO SUCCESS IN LANGUAGE
LEARNING (DORNYEI 1990; GARDNER 1985; NUNAN 1999)
HIGHLY MOTIVATED STUDENTS WILL WORK AND SPEND TIME
PRACTICING WITH LLS CONSISTENTLY (EHRMAN 1990; MACARO 2001;
OXFORD & NYIKOS 1989)
MODEL OF "SOCIAL PSYCHOLOGICAL INFLUENCES ON THE USE OF LLS“
BY MACINTYRE (1994) ALSO SUGGESTS THAT THE MOTIVATION TO HAVE A
GREAT IMPACT ON THE SELECTION OF A COMBINATION OF STRATEGIES
THAT WILL BE USED

6. “OVER 1200 STUDENTS STUDY A FOREIGN LANGUAGE IN THE UNITED STATES
SHOW MOTIVATION IS THE MOST POWERFUL FACTOR IN INFLUENCING THE USE
OF LLS THAN OTHER VARIABLES” (OXFORD & NYIKOS 1989)
In a study of 46 Taiwanese college students who learn English as a foreign
language, Chang and Huang (1999) found that the overall LLS related to the
level of motivation, intrinsic and extrinsic motivation

7. GENDER

8. BASED ON SOME RESEARCH ABOUT GENDER DIFFERENCES ON INTELLECTUAL
ABILITY, MOTIVATION, SELF-CONCEPT, AND SOCIAL BEHAVIOR, MACCOBY &
JACKLIN (1974) FOUND THAT WOMEN ARE MORE VERBAL APTITUDE
SIGNIFICANTLY DIFFERENT FROM MEN.
MANY STUDIES ACROSS DIVERSE CULTURES SHOW FEMALE STUDENTS
ARE FREQUENTLY IN USING LLS THAN MALE STUDENTS (EHRMAN &
OXFORD 1989; GREEN & OXFORD 1995; POLITZER 1983)
POLITZER (1983) HAS CONDUCTED RESEARCH ON LANGUAGE LEARNING
STRATEGIES 90 UNDERGRADUATES WHO LEARN FRENCH, SPANISH AND
GERMAN IN ONE OF THE UNIVERSITIES IN THE WEST COAST OF THE USA,
FOUND THAT GIRLS USING LLS ARE MORE OFTEN THAN BOYS

9. AFTER CONDUCTING RESEARCH ON LLS THAT ARE USED BY MORE THAN 1200
UNDERGRADUATE STUDENTS IN THE USA WHO LEARNED FRENCH, GERMAN,
ITALIAN, SPANISH AND RUSSIAN LANGUAGE, OXFORD & NYIKOS ( 1989) HAVE
CONCLUDED THAT GENDER HAS LARGE AND SIGNIFICANT INFLUENCE ON THE
USE OF LLS AND FOUND THAT GIRLS MORE OFTEN USE LANGUAGE LEARNING
STRATEGIES THAN MALE STUDENT
GREEN & OXFORD (1995) HAVE CARRIED OUT A STUDY ON 374 STUDENTS
OF ENGLISH AS A SECOND LANGUAGE AT THE UNIVERSITY OF PUERTO
RICO, MAYAGUEZ AND THE RESULTS SHOWED THAT FEMALE STUDENTS
USE MEMORY, METACOGNITIVE, AFFECTIVE AND SOCIAL STRATEGIES
MORE OFTEN THAN MALE STUDENTS

10. MOHAMED AMIN EMBI HAD CONDUCTED A RESEARCH ON LLS ON 515 HIGH
SCHOOL STUDENTS WHO LEARN ENGLISH IN MALAYSIA AND FOUND THAT LLS
ARE USED MORE OFTEN BY FEMALE STUDENTS THAN MALE STUDENTS
Cross (1983) has a view that gender differences in achievement of the target
language are related to the gender of language teacher who acts as a role
model, that is, female teachers will be a positive role model for girls, but not
for boys

11. ETHNIC &
CULTURAL

12. ETHNICITY AND CULTURE IS CONSIDERED AS ONE OF THE VARIABLES
THAT INFLUENCE THE USE OF LLS (GRIFFITHS 2003; MACARO 2001)
POLITZER & MCGROARTY (1985) study of Asian and
Hispanic students who learn English as a second language
find that fewer Asian students use good LLS although they
acquire linguistic and communication skills better than
Hispanic students

13. COUNTRY OF ORIGIN AND ETHNICITY REPORTED AN IMPACT ON THE
EASE AND DIFFICULTIES TO IMPLEMENT NEW LLS (O’MALLEY & CHAMOT
1990)
In LLS training courses for students of English as a second language, O’Malley &
colleagues (1985b) found Asian students have difficulty visualizing and
making strategic use of classification in the learning of vocabulary
Oxford (1994) felt that the remembering strategy by memorization and other
ways of remembering are considering more favored by most Asian students

14. OXFORD & BURRY-STOCK (1995) THINK THAT LATINO STUDENTS OFTEN
BUILD GLOBAL LEARNING STYLE, WHICH THEY PREFER TO USE
STRATEGIES TO GUESS FROM THE CONTEXT, WORKING WITH OTHERS,
MAKE DECISIONS BASED ON PERSONAL RELATIONSHIPS AND NOT RELY
ON LOGICAL THINKING ALONE, AND AVOID DETAILS. IN CONTRAST,
CHINESE AND JAPANESE STUDENTS ANALYTICAL AND DETAILORIENTED.
Reid (1987) found that students who come from different countries to learn
English as a second language have different learning styles

15. MOHAMED AMIN EMBI STUDY REPORTED NO SIGNIFICANT VARIATION IN
THE USE OF LLS AS A WHOLE BASED ON ETHNICITY. HOWEVER, INDIAN
STUDENTS WERE MORE LIKELY TO USE STRATEGIES IN THE
CLASSROOM AND OUTSIDE THE CLASSROOM THAN STUDENTS OF
CHINESE AND MALAY
Some researchers (O’Malley et al. 1985b; O’Malley & Chamot 1990) see these
differences occur due to the educational experience rooted in a culture or
society

16. AGE

17. RELATIONSHIP BETWEEN STUDENTS AGE WITH THE POTENTIAL TO
ACHIEVE SUCCESS IN LEARNING A SECOND LANGUAGE IS A MATTER OF
MUCH DEBATE (LIGHTBOWN & SPADA 2003)
Very little research has extensively explore the effects of age on language
learning strategy selection (Macaro 2001; Oxford 1989a)
According to Graham (1997), it is quite difficult to trace clearly the development
of language learning strategies based on student age

18. SCARCELLA & OXFORD (1992) SURVEYED OF 40 ESL INSTITUTE IN THE
UNITED STATES SHOWS THAT THERE IS CORRELATION BETWEEN
SUCCESS OF LANGUAGE LEARNING WITH LLS. THEY FOUND THAT
STUDENTS WHO ARE QUITE OLD HAS THE UPPER HAND IN TERMS OF
PROCUREMENT ASPECTS OF SYNTAX AND MORPHOLOGY
Chen (1994) study of 578 high school students in Taiwan indicate the age
difference does not have a statistically significant relationship with the use of
language learning strategies

19. TARGET
LANGUAGE

20. POLITZER(1983) STUDY ON COLLEGE STUDENTS IN THE UNITED STATES
WHO LEARNED FRENCH, GERMAN AND SPAIN FOUND THAT STUDENTS
WHO LEARN SPANISH USING ONLY SLIGHTLY POSITIVE LLS THAN
OTHERS
Chamot & colleagues (1987) study showed that students who studied Russian
language use more strategies than those who learn Spanish
Second language learners are surrounded by stimulation in the target
language, whether in visual or auditory, while foreign language students, only
accept input in the target language in class and had to find another input and
stimulation in his own way (Oxford & Sherin 1994)

21. MOHAMED AMIN EMBI (1996, 2000A) STUDY FIND LEARNING ENGLISH IN
MALAYSIA CAN BE CONSIDERED IN THE CONTEXT OF LANGUAGE
LEARNING MIXED. THIS IS DUE TO THE ENGLISH LANGUAGE IN MALAYSIA
HAS ITS OWN HISTORY SINCE THE BRITISH COLONIZED MALAYA
“.., while some want to make Arabic learning in Malaysia as a second language”
(Kamarulzaman et al. 2002)
Azlina (1998) study found that among the reasons for the inability of students to
master the Arabic language is because the students assumed it as a foreign
language and its use is not widespread in the community