“Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language. Some language learners are successful by virtue of their sheer determination, hard work and persistence; however, there are other crucial factors influencing success that are largely beyond the control of the learner”

(Shoebottom, 2014)

“Variables that seem to influence language learning include age, sex, attitudes, motivation…”

(Khamkhien, 2010)

2.1 Intelligence

“In language learning, intelligence is one of the factors, which is considered to affect the acquisition of formal structure of a second language when taught in a formal setting. However, it is thought to not affect the development of communicative competence of the language”

(Chowdhury, 2010)

- Behaviours could be learned through the process of observational learning

(Bandura, 1977)

- Learners would notice the behaviour, record it in their mind and replicate the behaviour

(Fournier, 2010)

In language learning, the model (language user/teacher) should be seen as the confident language user who could communicate and able to provide the comprehensive yet simple linguistic explanation whenever they are required to do so.

As such, learner’s self-efficacy would increase and motivate one to learn better.

“Motivation in language-learning plays a vital role. It is motivation that produces effective second-language communicators by planting in them the seeds of self-confidence” (Ebata, 2010)

Motivation could be generally divided into two types – intrinsic and extrinsic.

“Extrinsic motivation deals with motivations that are outside of your passions, and personal self-esteem. (Woolfolk, 2007)

“Intrinsic motivation occurs when the student pursues learning due to their interest in a specific topic – passion, interest” (Gurian, Kathy & King, 2011)

In language learning, learner would be extrinsically motivated if one is being reward with certain incentives after successfully performed certain tasks related to lesson.

Learner could be said intrinsically motivated if one has a sudden passion to learn due to a high level of self-efficacy and self-confidence to learn.

“To learn, children and adolescents need to feel safe and supported. Without these conditions, the mind reverts to a focus on survival”

(Parrett & Budge, 2012)

“Students often describe supportive learning environments as expanding their sense of family and enhancing their self-esteem”

(Literacy Online, n.d.)

To create the supportive learning environment, barriers such as resource barrier and expectational barrier should be eliminated (Michigan Department of Education, n.d.)

In language learning classroom, learning English should be seen as a fun lesson rather than completing the black-and-white worksheets; therefore, a positive learning atmosphere could be created (hopefully!).

“Language learning styles and strategies are among the main factors that help determine how –and how well –our students learn a second or foreign language”

(Oxford, 2001)

“Learning strategies are used by students to help them understand information and solve problems. A learning strategy is a person's approach to learning and using information”

(The University of Kansas, 2014)

In language learning, there are many ways of learning English used by the students such as drilling, memorizing & cooperative learning.

An effective language teacher should be seen as one who could provide activities which allow learners to imply the appropriate learning strategies that fit their preferences.

Bandura, A. (1977). Social learning theory. New York: General Learning Press. Chowdhury, T. (2010). The impact of intelligence on second language acquisition (Doctoral dissertation,

Department of English and Humanities, BRAC University). Ebata, M. (2008). Motivation Factors in Language Learning. Retrieved March 24, 2014 from

http://iteslj.org/Articles/Ebata-MotivationFactors.html Fournier, G. (2010). Observational Learning. Retrieved March 23, 2014 from

http://psychcentral.com/encyclopedia/2009/observational-learning/ Gurian, M. Stevens, K. & King, K. (2011). Strategies for Teaching Boys & Girls. San Francisco: Jossey-Bass

Teacher. Khamkhien, A. (2010). Factors Affecting Language Learning Strategy Reported Usage by Thai and Vietnamese

EFL Learners. Electronic Journal of foreign Language teaching, 7(1): 66-85. Literacy Online. (n.d.). Creating a Safe and Supportive Learning Environment. Retrieved March 24, 2014 from

https://sites.google.com/site/literacyonline/support/creating-a-safe-and-supportive-learning-environment Michigan Department of Education. (n.d.). Creating a Supportive Teaching and Learning Environment for

English Language Learners. Retrieved March 22, 2014 from http://www.michigan.gov/documents/mde/3-6_383780_7.pdf

Oxford, R. L. (2001). Language Learning Styles and Strategies. In M. Celce-Murcia (Ed.). Teaching English as a Second or Foreign Language (3rd ed.), (pp. 359-366). Boston: Heinle & Heinle.

Parrett, W. H. & Budge, K. M. (2012). Turning High-Poverty Schools into High-Performing Schools. United States: Library of Congress Cataloging-in-Publication Data.

Shoebottom, P. (n.d.). The Factors That Influence The Acquisition of A Second Language. Retrieved March 22, 2014 from http://esl.fis.edu/teachers/support/factors.htm

The University of Kansas. (2014). Learning Strategies. Retrieved March 23, 2014 from http://www.ku-crl.org/sim/strategies.shtml

Woolfolk, A. (2007). Educational psychology. (10th ed.). USA : Pearson Education.