Identifying Language Learning Strategies Employed in Reading Skills by Upper Primary ESL Learners

Abstract

Quality education addressed in United Nations Sustainable Development Goals (SDGs) is immersively considered by Malaysia. Various government policies and practices have been integrated in Malaysian education curriculum, especially in English language teaching as people’s competence in English as Second Language (ESL) are important in ensuring the country to become globally competitive. Among all the skills in the English language, reading skills is the foundation of learning the English language. However, pupils nowadays find reading as an obvious obstacle in learning English. Hence, the aim of this research is to identify the Oxford’s Language Learning Strategies (LLS) employed by upper primary school ESL learners in reading skills within the context of Malaysia. The participants of this research are 60 pupils from a selected Chinese vernacular school in an urban area. The questionnaire used in this research is the combination of both Strategy Inventory for Language Learning (SILL) and Survey of Reading Skills (SORS). While the data collected is analysed using Oxford's LLS. The results from the questionnaire reveals that the favoured strategies used by ESL learners in reading skills are Affective, Memory and Cognitive strategies.