4. Griffiths, 2003
A significant relationship between strategy use
and course level was found, while there was no
statistically significant differences according to
either gender or age with strategy use.
5. Green & Oxford, 1995
Female students used
Compensation and Affective
strategies more frequently than the
male ones.
Tran, 1988; Wharton, 2000
Males used learning strategies
more than females when learning a
language.
7. MacLeod, 2002
The strategy use was not affected by the
participants’ particular motivational orientation
(whether instrumental or integrative), but,
rather, by motivational level.
9. Chang and Huang, 1999
•The study showed that the total number of
learning strategies were associated with
motivational level.
•Social strategies were the least frequently used
strategies by the participants and the only one
associated with extrinsic motivation.
11. Purdie and Oliver, 1999
The language learning strategies used by
bilingual school-aged children coming from
three main cultural groups: Asian
(predominantly Vietnamese or Chinese dialect
speakers), European (children who spoke Greek
and those who identified themselves as
speakers of Macedonian), and speakers of
Arabic
12. Carlson, 1990
Studying abroad is deemed to have an influence
on students’ thought and learning style,
especially in their actual ability in language
learning.
14. Oxford, 1994
Taiwanese students seem far more structured,
analytical, memory-based, and metacognitively
oriented than other groups.
Politzerof & McGroarty, 1985
To use certain types of strategies, and many
language learning strategies may be based on
ethnocentric assumptions about effective
language learning.
15. Bedell (1993)
•Different cultural groups use particular kinds of
strategies at different levels of frequency (cited
in Oxford et al., 1995). Furthermore, Asian
students
•Asian students tend to prefer rote
memorisation and rule-oriented strategies
16. O’Malley & Chamot, 1990
Asian students prefer their own established rote
learning strategies, and showed Asian students
to be less willing than Hispanic students to try
new learning techniques (O’Malley et al., 1985).
18. Ehrman and Oxford, 1990
Show a strong preference for social strategies,
while introverts use metacognitive strategies
more frequently.
Rossi-Le, 1995
Learners who favour group study are shown to
use social and interactive strategies, such as
working with peers or requesting clarification.
