1. 5IVE FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES JOSCYLN LEMOK ANAK EMPUNGAN (P71724)

2. AGE Sadeghi & Khonbi 2013 Saricoban & Saricaoglu 2008

3. CULTURAL BACKGROUND Chin 2010 Different cultural groups use particular kinds of strategies at different levels of frequency (Bedell 1993) Asian students tend to prefer rote memorization and rule-oriented strategies (Politzer & McGroarty 1985) Social strategies unpopular among Chinese and Japanese students (Politzer & McGroarty 1985; Noguchi 1991)

4. LEARNING STYLES Gilakjani 2012 Shakarami & Abdullah 2010 An individual’s learning style preferences influence the type of LLS they use. Students with different learning styles often choose strategies that reflect their style preferences (Green & Oxford 1995) The recognition of students’ learning styles can help teachers better understand learners and has very important implications for course planning, teaching and learning. Learning strategies do not operate by themselves but are directly tied to the learner’s underlying styles and other personality related variables in the learner (Brown 2000 as cited in Cohen 1998) Ehrman (1989) said that effective learners use a variety of learning strategies relevant to the individual’s personality, goals and stage of learning

5. PROFICIENCY LEVEL Chi 2013 Sadeghi & Khonbi 2013

6. GENDER Ghaith & Rihan 2012 Bozinovic & Sindik 2011 Khamkhien 2010 Saricoban & Saricaoglu 2008 Rua 2006

7. REFERENCES Bahar Pourshahian, Aliasghar Yousefi Azarfam & Seyed Ali Rezvani Kalajahi. 2012. Does applying vocabulary learning strategies vary based on gender? The case of Turkish EFL learners. Research on humanities and social sciences 2(4) Božinovi ć, N. & Sindik, J. 2011. Gender differences in the use of learning strategies in adult foreign language learners. Metodi č ki obzori 11 6(1) Chien, K. L. 2010. An overview of language learning strategies.Arecls 7: 132-152. Chi, K. H. T. 2013. A study on language learning strategies (llss) of university students in Hong Kong. Taiwan Journal of Linguistics 11(2): 1-42 Ghaith, G & Rihan, S. H. 2012. An investigation of the relationship of learning and communication strategies, gender, and reading proficiency in English as a foreign l anguage. IJGE: International Journal of Global Education 1(4) Gilakjani, A. P. 2012. Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education 2(1) Karim Sadeghi & Zainab Abolfazli Khonbi. 2013. Learners’ starting age of learning EFL and use of language learning strategies. English language teaching 6(1) Khamkhien, A. 2010. Factors ffecting language learning strategy reported usage by Thai and Vietnamese EFL learners. Electronic Journal of Foreign Language Teaching 7(1): 66–85

8. Radwan, A. A. 2011. Effects of l2 proficiency and gender on choice of language learning strategies by university students majoring in English Rúa, P. L. 2006. The sex variable in foreign language learning: An integrative approach. Porta linguarum 6: 99-114 Sariçoban, A. & Saricao ğ lu, A. 2008. The effect of the relationship between learning and teaching strategies on academic achievement. Novitas-royal 2(2): 162-175. Shakarami, A & Mardziha H. Abdullah. 2010. Language learning strategies and styles among Iranian engineering and political science graduate students studying abroad. Educational research and reviews 5(2): 035-045 Taguchi, T. 2002. Learner factors affecting the use of learning strategies in cross-cultural contexts prospect 17(2)