Investigating Language Learning Strategies to Enhance Reading Skills among Year 5 Pupils in Sarawak Rural Schools

Abstract

Reading skills are crucial in ensuring academic success and language acquisition. English serves as a means of communication and access to resources necessary for the development of Malaysia. Yet, pupils residing in rural Sarawak struggle to develop their English language proficiency, particularly their reading skills. Thus, this study intends to investigate the best language learning strategies used to enhance reading skills among Year 5 primary school pupils in ESL classrooms in rural areas of Sarawak, Malaysia. The study adapted questionnaire from the Language Strategy Use Survey and Young Learner’s Language Strategy Use Survey. A total of 75 pupils from three rural primary schools in Sarawak, Malaysia answered 24 items in the questionnaire and the data was then analysed via the Statistical Package for the Social Sciences (SPSS) software. The findings showed that pupils prefer utilising memory, social, and affective strategies when reading. This study provided an understanding of differing language learning strategies applied by the pupils in three Sarawak rural primary schools but it may not apply to all rural primary schools in Sarawak. Future research could include a larger sample size and cover more than one language skill primarily listening, speaking, reading, and writing.