MARZI TA BI NTI MAT AMI NP79079

FAKULTI PENDI DI KAN, UKM

GENDER

Examined ninet y under gr aduat e f or eign language lear ner s, f ound a “r elat ively minor ” dif f er ence bet ween male and f emale lear ner s wit h f emales making a gr eat er

use of social int er act ion st r at egies. Polit zer (1983)

Examined ninet y under gr aduat e f or eign language lear ner s, f ound a “r elat ively minor ” dif f er ence bet ween male and f emale lear ner s wit h f emales making a gr eat er

use of social int er act ion st r at egies. Polit zer (1983)

Females r epor t ed mor e f r equent st r at egy use t han males of f or mal pr act ice st r at egies, gener al st udy

st r at egies and conver sat ional input elicit at ion st r at egies

(e.g. asking t o speak slowly, r equest ing pr onunciat ion cor r ect ion, and guessing what t he speaker will say).

Oxf or d and Nyikos (1989)

Females r epor t ed mor e f r equent st r at egy use t han males of f or mal pr act ice st r at egies, gener al st udy

st r at egies and conver sat ional input elicit at ion st r at egies

(e.g. asking t o speak slowly, r equest ing pr onunciat ion cor r ect ion, and guessing what t he speaker will say).

Oxf or d and Nyikos (1989)

Females used Social and Met acognit ive st r at egies most , Memor y t he least ; Males used Met acognit ive and

Compensat ion most , Af f ect ive least (Hong-Nam & Leavell 2006)

Females used Social and Met acognit ive st r at egies most , Memor y t he least ; Males used Met acognit ive and

Compensat ion most , Af f ect ive least (Hong-Nam & Leavell 2006)

Females use signif icant ly mor e lear ning st r at egies t han males

(Gr een & Oxf or d 1995; Gu 2002; Razak et al. 2012)

Females use signif icant ly mor e lear ning st r at egies t han males

(Gr een & Oxf or d 1995; Gu 2002; Razak et al. 2012)

 I n cont r ast , some st udies f ound males t o use lear ning st r at egies mor e t han f emales Males wer e mor e likely t o

use a var iet y of lear ning st r at egies t han f emales in a st udy of adult Viet namese r ef ugees

(Tr an 1988)

 I n cont r ast , some st udies f ound males t o use lear ning st r at egies mor e t han f emales Males wer e mor e likely t o

use a var iet y of lear ning st r at egies t han f emales in a st udy of adult Viet namese r ef ugees

(Tr an 1988)

AGE

Neither the older nor the younger beginners used more LLS – quantitative research (Karim & Mohammad, 2013)

The younger beginners seemed to use slightly more LLS than the older beginners – qualitative research (Karim & Mohammad,

2013)

Neither the older nor the younger beginners used more LLS – quantitative research (Karim & Mohammad, 2013)

The younger beginners seemed to use slightly more LLS than the older beginners – qualitative research (Karim & Mohammad,

2013)

Young learners - able to develop native-like pronunciation and fluency - deploy simple and easy strategies

(Scarcella & Oxford (1992) and Ehrman & Oxford (1995) as cited in Kamarul & Mohamed Amin, 2012)

Young learners - able to develop native-like pronunciation and fluency - deploy simple and easy strategies

(Scarcella & Oxford (1992) and Ehrman & Oxford (1995) as cited in Kamarul & Mohamed Amin, 2012)

Secondary school student were generally use cognitive strategies and that metacognitive strategies were reported by

some more advanced learners. Omally et al (1985a, 1985b)

Secondary school student were generally use cognitive strategies and that metacognitive strategies were reported by

some more advanced learners. Omally et al (1985a, 1985b)

Most primary school children learn English by using metacognitive strategies and social strategies ranked next in

importance. Purdie and Oliver (1999)

Most primary school children learn English by using metacognitive strategies and social strategies ranked next in

importance. Purdie and Oliver (1999)

MOTIVATION

St r at egy use was af f ect ed by mot ivat ional level inst ead of a par t icular mot ivat ional or ient at ion (inst r ument al or

int egr at ive) (MacLeod 2002)

St r at egy use was af f ect ed by mot ivat ional level inst ead of a par t icular mot ivat ional or ient at ion (inst r ument al or

int egr at ive) (MacLeod 2002)

St udent s’ mot ivat ion is inf luenced by t heir lear ning goals, pur poses or r easons of lear ning t he L2, as well as

clear applicat ion t o r eal-lif e cont ext s (Rahimi, Riazi & Saif , 2008)

St udent s’ mot ivat ion is inf luenced by t heir lear ning goals, pur poses or r easons of lear ning t he L2, as well as

clear applicat ion t o r eal-lif e cont ext s (Rahimi, Riazi & Saif , 2008)

Mot ivat ion most signif icant f act or (f ollowed by exper ience st udying English and gender ) af f ect ing

choice of LLS (Khamkhien 2010)

Mot ivat ion most signif icant f act or (f ollowed by exper ience st udying English and gender ) af f ect ing

choice of LLS (Khamkhien 2010)

Two t ypes of mot ivat ion – f ocus on Language Lear ning : (Gar dner & Lamber t , 1972, as cit ed in Kamar ul & Amin,

2012)

Two t ypes of mot ivat ion – f ocus on Language Lear ning : (Gar dner & Lamber t , 1972, as cit ed in Kamar ul & Amin,

2012)

Integrative/ Universal – t o int egr at e wit h t he language

communit y/ users

Integrative/ Universal – t o int egr at e wit h t he language

communit y/ users

Instrumental/ Concrete – t o

get good gr ades, f or

car eer development ,

f or leisur e r eading

Instrumental/ Concrete – t o

get good gr ades, f or

car eer development ,

f or leisur e r eading

SOCIOECONOMIC STATUS

St udent s f r om wealt hier f amilies deployed mor e LLSs out side classr oom and f or exams .(Kamar ul & Mohamed Amin, 2012)

St udent s f r om wealt hier f amilies deployed mor e LLSs out side classr oom and f or exams .(Kamar ul & Mohamed Amin, 2012)

St udent s wit h higher educat ed par ent s gener ally used mor e LLSs and applied t hem out side classr oom and f or

exams . Cognit ive and Social St r at egies (Nazali (1999) in

Kamar ul & Mohamed Amin (2012); Kamar ul & Mohamed Amin, 2012)

St udent s wit h higher educat ed par ent s gener ally used mor e LLSs and applied t hem out side classr oom and f or

exams . Cognit ive and Social St r at egies (Nazali (1999) in

Kamar ul & Mohamed Amin (2012); Kamar ul & Mohamed Amin, 2012)

St udent s f r om mor e af f luent homes can af f or d t o go t o t ut or ial schools t o st r engt hen t heir lear ning while

poor er st udent cannot (Kamar ul & Mohamed Amin, 2012 & Tam, 2013).

St udent s f r om mor e af f luent homes can af f or d t o go t o t ut or ial schools t o st r engt hen t heir lear ning while

poor er st udent cannot (Kamar ul & Mohamed Amin, 2012 & Tam, 2013).

Those who come f r om wealt hier and higher st at us f amilies ar e pr oven t o have higher cognit ive abilit y (I Q)

(Kamar ul & Mohamed Amin, 2012)

Those who come f r om wealt hier and higher st at us f amilies ar e pr oven t o have higher cognit ive abilit y (I Q)

(Kamar ul & Mohamed Amin, 2012)

People wit h dif f er ent socioeconomic st at uses have dif f er ent r esour ces t o suppor t per sonal development

(Tam, 2013)

People wit h dif f er ent socioeconomic st at uses have dif f er ent r esour ces t o suppor t per sonal development

(Tam, 2013)

LEVEL OF PROFICIENCY

High-pr of iciency st udent s used compensat ion st r at egies mor e f r equent ly t han ot her s while low-

pr of iciency ones used social st r at egies most (Paul 2011)

High-pr of iciency st udent s used compensat ion st r at egies mor e f r equent ly t han ot her s while low-

pr of iciency ones used social st r at egies most (Paul 2011)

High-level English pr of iciency st udent s used mor e st r at egies mor e f r equent ly

(Rao 2012)

High-level English pr of iciency st udent s used mor e st r at egies mor e f r equent ly

(Rao 2012)

High-pr of iciency – met acognit ive and social st r at egies.Low-pr of iciency – cognit ive and compensat ion st r at egies

(Tat suya, 2002) 

High-pr of iciency – met acognit ive and social st r at egies.Low-pr of iciency – cognit ive and compensat ion st r at egies

(Tat suya, 2002) 

Pr of icient lear ner s applied all t ypes of st r at egies mor e f r equent ly t han t he lower ones.

(Adel, 2011; Far zad, Mahnaz, & NedaSalahshour , 2013).

Pr of icient lear ner s applied all t ypes of st r at egies mor e f r equent ly t han t he lower ones.

(Adel, 2011; Far zad, Mahnaz, & NedaSalahshour , 2013).

Pr of icient st udent s used mor e over all st r at egies, but signif icant ly mor e cognit ive, met acognit ive and af f ect ive st r at egies t han less-pr of icient ones.

(Radwan 2011)

Pr of icient st udent s used mor e over all st r at egies, but signif icant ly mor e cognit ive, met acognit ive and af f ect ive st r at egies t han less-pr of icient ones.

(Radwan 2011)

Adel, A. R. 2011. Ef f ect s of L2 pr of iciency and gender on choice of language lear ning st r at egies by univer sit y st udent s maj or ing in English. The Asian EFL J our nal Quar t er ly. 13 (1), 114-162. Fr om ht t p:/ / www.asian-ef l-j our nal.com/ PDF/ Mar ch-2011.pdf # page=114 [Mar ch 25, 2014].

Far zad, S., Mahnaz, S. & NedaSalahshour . 2013. The r elat ionship bet ween language lear ning st r at egy use, language pr of iciency level and lear ner gender . Pr ocedia-Social and Behaviour al Sciences 70. 634-643. Fr om ht t p:/ / linkinghub.elsevier .com/ r et r ieve/ pii/ S1877042813001043 [Mar ch 25, 2014]

Hong-Nam, K. & Leavell, A.G. 2006. Language lear ning st r at egy use of ESL st udent s in an int ensive Eng-lish lear ning cont ext . Syst em 34: 399–415

Kamar ul Shukr i Mat Teh & Mohamed Amin Embi. 2012. Var iasi Penggunaan St r at egi Pembelaj ar an Bahasa. Dlm. St r at egi Pembelaj ar an Bahasa, hlm. 79-105. Kuala Lumpur : Pener bit Univer sit i Malaya

Kar im Sadeghi & Mohammad Taghi At t ar . 2013. The r elat ionship bet ween lear ning st r at egy use and st ar t ing age of lear ning EFL. Pr ocedia-Social and Behaviour al Sciences 70. 387- 396. Fr om ht t p:/ / ac.els-cdn.com/ S1877042813000773/ 1-s2.0-S1877042813000773- main.pdf ?_ t id=36c013ce-b0a5-11e3-8861- 00000aab0f 6b&acdnat =1395371118_c98af d0973232170bc0f 6378edcf 21d0 [Mar ch 20, 2014]

REFERENCES

Khamkhien, A. 2010. Fact or s af f ect ing language lear ning st r at egy r epor t ed usage by Thai and Viet namese EFL st udent s. Elect r onic J our nal of For eign Language Teaching. 7(1), 66- 85. Fr om ht t p:/ / e-f lt .nus.edu.sg/ v7n12010/ khamkhien.pdf [Mar ch 20, 2014]

MacLeod, P. 2002. Take t wo language lear ner s: A case st udy of t he lear ning st r at egies of t wo successf ul lear ner s of English as a second language wit h inst r ument al mot ivat ion. J our nal of Language and Linguist ics 1: 1–13

Mohammad Rahimi, Abdolmehdi Riazi & Shahr zad Saif . 2008. An invest igat ion int o t he f act or s af f ect ing t he use of language lear ning st r at egies by Per sian EFL lear ner s. Canadian J our nal of Applied Linguist ics (CJ AL). 11(2), 31-60. Fr om ht t p:/ / j our nals.hil.unb.ca/ index.php/ CJ AL/ ar t icle/ view/ 19915/ 21770 [Mar ch 20, 2014]

  O’Malley, J .M., Chamot , A.U., St ewner -Manzanar es Küpper G.L., & Russo, R.P. 1985. Lear ning st r at egies used by beginning and int er mediat e ESL st udent s. Language Lear ning 35: 21–46

Oxf or d, R. 1994. Language Lear ning St r at egies: An Updat e. ERI C Digest . Fr om ht t p:/ / f iles.er ic.ed.gov/ f ullt ext / ED376707.pdf [Mar ch 22, 2014]

Paul, P. 2011. Use of language lear ning st r at egies: an invest igat ion of t he use pat t er n of language lear ning st r at egies of Bangladeshi lear ner s and it s cor r elat ion wit h t he pr of iciency level. Thesis submit t ed t o t he Depar t ment of English and Humanit ies of BRAC Univer sit y I n par t ial f ulf illment of t he r equir ement s f or t he degr ee of Mast er of Ar t s in Applied Linguist ics and ELT

Tam, K. C. 2013. A st udy on Language Lear ning St r at egies (LLSs) of univer sit y st udent s in Hong Kong. Taiwan J our nal of Linguist ics, 11(2), 1-42. Fr om ht t p:/ / t j l.nccu.edu.t w/ volume11- 2/ 11.2.1.pdf [Mar ch 26, 2014]