Five factors that affect language learning strategy use are: 1) Motivation - More motivated students use more strategies and choose strategies related to their motivational orientation like career goals. 2) Gender - Females generally use more strategies than males and engage more in social interactions outside class. 3) Age - Younger learners use simpler strategies while older students use more advanced strategies. 4) Socioeconomic status - Higher family income and parents' academic background provide resources and role models that facilitate learning. 5) Attitude and beliefs - Positive attitudes and beliefs boost confidence and openness to strategies, while negative ones limit strategy use and orchestration.

1. 5 FACTORS
AFFECTING LANGUAGE
LEARNING STRATEGY
USE
Prepared by ILYA ELINA BINTI MOHD GHAZALI (A141198)
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2. MOTIVATION
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3. Motivation:
Ellis (1994) – Efforts done by the student
in learning second language from the
need and desire to learn the language.
Gardner (1985) – One’s level of efforts to
learn a language because of his/her own
desire to do so and to feel the satisfaction
from doing so.
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4. Motivation:
More motivated students tend to use more
strategies than less motivated students,
and the particular reason for studying the
language (motivational orientation,
especially as related to career field) was
important in the choice of strategies.
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5. GENDER
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6. Gender:
• Female learners used Language Learning
Strategies more compared to male
learners (Ehrman & Oxford 1989; Green &
Oxford 1995; Politzer 1983).
• Oxford (1989) - Students of different ages
and stages of language learning used
different strategies. For example, females
used a wide range of strategies than
males.
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7. Gender:
• Females reported greater overall strategy
use than males in many studies (although
sometimes males surpassed females in
the use of a particular strategy).
• In Politzer’s study of language learning
strategies, females reported a significantly
greater propensity than males to engage
in second-language social interactions
with others outside of class.
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8. AGE
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9. Age:
Young learners use various strategies that
is easy and simple compared to adult
learners that use more advanced
strategies. (Ehrman & Oxford, 1995)
Students of different ages and stages of
language learning used different
strategies. For example
Older or more advanced students
employed more certain strategies.
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10. SOCIOECONOMIC
STATUS
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11. Socioeconomic status:
 Coleman et al (1996) started a research
on how socioeconomic status would affect
one’s academic achievement.
 Socioeconomic status can be determine
based on :
- Parents academic background
- Family income
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12. Socioeconomic status:
Parents background of high academic
performance will act as role model and
aspirations for children to succeed.
Higher family income can provide more
money to facilitate their children’s learning
and education in terms of providing more
useful, advance and helpful materials.
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13. ATTITUDE &
BELIEFS
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14. Attitude & Beliefs:
 According to Gardner and Miller (2002),
learners bring their beliefs, goal, attitudes
and decisions to learning, and these
influence how they approach their
learning.
 Learners with negative attitudes and
beliefs often show poor strategy use or
lack of orchestration of strategies.
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15. Attitude & Beliefs:
 Since learner’s belief is a part of
metacognitive knowledge, they will either
give positive or negative effects during the
learning process.
 A positive attitude can boost one’s
confidence level to speak in the target
language (with the native speakers) and
open one’s mind to use wide variety of
learning strategies.
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16. THE END
THANK YOU
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