5 factors affecting lls

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  1. 5 Factors Affecting LLS { By Marco Arlden A149911 TESL UKM, Bangi 2.  Motivation  Learning Styles  Experiences in Studying  Proficiency Level  Gender…
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  • 1. 5 Factors Affecting LLS { By Marco Arlden A149911 TESL UKM, Bangi
  • 2.  Motivation  Learning Styles  Experiences in Studying  Proficiency Level  Gender The 5 Factors
  • 3.  More motivated learners used more learning strategies, and more frequently (McIntyre & Noels 1996)  Strategy use was affected by motivational level instead of a particular motivational orientation (instrumental or integrative) (MacLeod 2002)  One of the major predictors of the use of LLS by Persian learners (Rahimi et al. 2008) Motivation
  • 4.  Extroverts show a strong preference for social strategies, introverts use metacognitive strategies more frequently (Ehrman & Oxford 1990)  Learners who favour group study tend to use social and interactive strategies (Rossi-Le 1995)  There were qualitatively significant difference between Iranian EFL learners’ perceptual learning style preferences and LLS (Alireza & Abdullah 2010) Learning Style
  • 5.  Study showed that students who had been in Australia for a longer period of time (3 or less years and 4 or more) obtained significantly higher mean scores for cognitive strategies and for memory strategies ( Purdie and Oliver’s 1999)  Studying abroad contributed to language learning strategy choices (Opper, Teichler & Carlson 1990) Experiences in Studying
  • 6.  Differing levels of proficiency gave rise to differing frequencies of strategy use - intermediate students used metacognitive strategies more than beginners, while the latter used more translation strategies (O’Malley et al. 1985)  Low-proficiency students outperformed the high-proficiency ones in their use of compensation strategies (Chen 2002) Proficiency Level
  • 7.  Cognitive and metacognitive strategies show correlations with high language proficiency levels (Peacock & Ho 2003)  Linear correlations between strategy use and proficiency level were found among Korean EFL learners and University students in Hong Kong respectively ( Park 1997; Peacock and Ho’s 2003) Proficiency Level
  • 8.  Females used social and metacognitive strategies most, memory the least; Males used Metacognitive and Compensation most, Affective least (Hong-Nam & Leavell 2006)  Males were more likely to use a variety of learning strategies than females in a study of adult Vietnamese refugees (Tran 1998)  No significant effect on certain strategies like Memory, Metacognitive and Affective unless from different majors (Ma 1999) Gender
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