1. SARAH ALYANI BT MOHD ISKANDAR A143823 PROF. DR. MOHAMED AMIN EMBI

2.  Kalajahi, Nimehchisalem, Pourshahian (2012)  Turkish learners of English make use of LLS slightly greater than the other groups  In contrast, elementary learners make less use of LLS compared with the other groups

3.  Khamkhien (2010)  Thai students who had additional experience in studying English in the language centre and/or of going abroad for not more than four months used Cognitive and Metacognitive categories significantly more frequently than those who had no additional experience  Thai students experience in studying English has an effect on the choices of language learning strategies, particularly in the use of Cognitive and Metacognitive categories in learning English

4.  Oxford (1994)  Research shows that motivation directly influences how often students use L2 learning strategies, how much input they receive in the language being learned, how well they do on curriculum-related achievement tests, how high their general proficiency level becomes and how long they persevere and maintain L2 skills after language study is over.

5.  Chang (2007)  female learners showed significantly greater use of language learning strategies than did male learners in three of six categories on the SILL: cognitive strategies, metacognitive strategies, and social strategies

6.  Rossi-Le (1989)  the study demonstrated that an individual's background and learning style preference influence the types of learning strategies that he/she will employ in acquiring a second language

7.  Chang, C.Y. 2007. A Study of Language Learning Strategies Used by College EFL Learners in Taiwan  Khamkien, A. 2010. Factors Affecting Language Learning Strategy  Reported Usage by Thai and Vietnamese EFL Learners  Kalajahi, S.A.R. Nimehchisalem,V. Pourshahian, B. 2012. How Do English Language Learners Apply Language Learning Strategies in Different Proficiency Levels? A Case of Turkish EFL Students

8.  Oxford, R. 1994. Language Learning Motivation: Expanding the Theoretical Framework. The Modern Language Journal Volume 78, Issue 1 : 12–28  Rossi-Le, L. 1989. Perceptual Learning Style Preferences and their relationship to Language Learning Strategies in adult students of English as a Second Language