“Language learning strategies (LLS)” is shown in studies to aid its process of learning English among the learners of “English as a second language (ESL)”. Nonetheless, a troubling number of students continue to struggle as ESL learners, even in urban areas. As a result, the goal of this preliminary study is about determination and investigation of the reading strategies that are used by “above average and below average learners” in primary school. The study included 70 year 5 pupils to an urban and national-type school in Johor, Malaysia. The “Young Learners' Language Strategy” uses Survey, which was adapted from “Cohen and Oxford's”, was used to gather the data. The data gained was then analysed with descriptive analysis such as frequency, percentage, and mean. The findings revealed that above average students had a higher possibility than below average students to use reading strategies. Fascinatingly, the findings also indicated that above average language learners make an effort to utilise effective strategies far more often, and below average language learners tended to be using compensation strategies the most regularly. The findings have noteworthy implications for LLS research for both above average and below average ESL learners, as well as classroom instruction by teachers. Understanding learner differences and identifying which LLS both above average and below average learners used more often and less often would assist teachers to personalise their teachings according to learners’ requirements to support them in becoming better learners. Future research may use the think-aloud protocol to investigate the factors to promote or inhibit this using of LLS by students in “language learning process” to better understand the factors that lead to variances in the use of LLS among learners of above average and below average.
Ab Rahman, F., Sazali, N. H., & Veloo, A. (2019). Empowering children through circle time: An intervention to promote language interaction in primary ESL classroom in Malaysia. Practitioner Research, 1, 263-287. Retrieved from: http://www.e-journal.uum.edu.my/index.php/pr/article/download/8201/1198 [Retrieved on: 25th September, 2022].
Afflerbach, P., Pearson, P. D., & Paris, S. G., (2008). “Clarifying differences between reading skills andreading strategies”, The Reading Teacher. Vol/issue: 61(5), pp. 364-373.
Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The journal of educational research, 97(4), 171-185. Retrieved from: https://www.tandfonline.com/doi/abs/10.3200/JOER.97.4.171-185 [Retrieved on: 25th September, 2022].
Alharti, T. (2020). Implementation of communication strategies for lexical difficulties in writing production. International Journal of Linguistic 12(1): 179-197.
Allan, J., & Bruton, A. (1997). Squeezing-Out the Juice: Perceptions of Reading in the Secondary School. SCRE Spotlights. Retrieved from: http:/www.scre.ac.uk /spotlight/ spotlight61.html [Retrieved on: 25th September, 2022].
Baker, L., Brown, A. L. (1984). Metacognitive skills and reading. In: Pearson PD (ed.), Handbook of reading research. New York: Longman
Bao, N. Q., & Van Loi, N. (2020). MOODLE QUIZ TO SUPPORT VOCABULARY RETENTION IN EFL TEACHING AND LEARNING. European Journal of Foreign Language Teaching.4(4): 54-68. Retrieved from:
https://www.oapub.org/edu/index.php/ejfl/article/viewFile/2921/5559 [Retrieved on: 25th September, 2022].
Cohen, A. D., & Oxford, R. L. (2002). Young Learners’ Language Strategy Use Survey. Minneapolis,MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
Enayati, F., & Gilakjani, A. P. (2020). The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners' Vocabulary Learning. International Journal of Language Education, 4(1), 96-112. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1249911.pdf [Retrieved on: 25th September, 2022].
Eskey, D. E., & Grabe, W. (1988). 15 Interactive Models for Second Language Reading: Perspectives on Instruction. Interactive approaches to second language reading, 223. Retrieved from: https://books.google.com/books?hl=en&lr=&id=E3CwN2Y07isC&oi=fnd&pg=PA223&dq=Eskey,+D.+E.+%26Grabe,+W.+1995.+Interactive+models+for+second+language+reading:++perspectives+on+instruction.+In+P.+L.+Carrell,+J+Devine,+%26+D.+E.+Eskey+(Eds.),+Interactive+approaches+to+second+language+reading+(pp.+223-238).+New+York:+Cambridge+University+Pr&ots=idCYw2yrnw&sig=PMAVPSIshejse4aW-rzQZHtQIcY [Retrieved on: 25th September, 2022].
Gill, S. K. (2002). International communication: English language challenges for Malaysia. Serdang: Universiti Putra Malaysia Press.
Gill, S. K., & Kirkpatrick, A. (2012). English in Asian and European higher education. The encyclopedia of applied linguistics: Blackwell Publishing Ltd. Retrieved from: https://onlinelibrary.wiley.com/doi/abs/10.1002/9781405198431.wbeal0383 [Retrieved on: 25th September, 2022].
Griffiths, C., & Soruc, A. (2020). Language learning strategies. In Individual Differences in Language Learning (pp. 113-129). Palgrave Macmillan, Cham. doi:https: //doi.org/10.1007/978-3-030-52900-0_8 [Retrieved on: 25th September, 2022].
Habok, A. & Magyar, A. (2018). The Effect of Language Learning Strategies on New York:Newbury House Harper Collins.
Jeon-Ellis, G., Debski, R., & Wigglesworth, G. (2005). Oral interaction around computers in the project-oriented CALL classroom. Language Learning & Technology, 9(3), 121-145. Retrieved from:
https://scholarspace.manoa.hawaii.edu/bitstream/10125/44035/1/09_03_jeon.pdf [Retrieved on: 25th September, 2022].
Salleh, M. R. T. A., Di Biase, B., & Ramlan, W. N. M. (2020). The Acquisition of English Grammar Among Malay-English Bilingual Primary School Children. GEMA Online Journal of Language Studies, 20(4).166-185. Retrieved from:
https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=16758021&AN=147725451&h=eslyq0xWLhqIvKSyogZDJ6%2BsNdxEllVsk7VHYZXgiWkb4PIkgO66cXNWWWYtimtXn4W2%2F3aaYNCbx4UcDNUVog%3D%3D&crl=c [Retrieved on: 25th September, 2022].
Oxford, R. (1990). Language learning strategies: What every teacher should know.
Proficiency, Attitudes and School Achievement. Frontiers in Psychology. 8. 10.3389/fpsyg.2017.02358.
Rubin, J. (1975). What the" good language learner" can teach us. TESOL quarterly, 41-51. Retrieved from: https://www.docdroid.com/file/download/A50pLZf/rubin-1975-what-the-good-language-learner-can-teach-us-pdf.pdf [Retrieved on: 25th September, 2022].
Taylor, K. (2020). Teaching techniques: 6 steps to effective drilling. https://www.eslbase.com/tefl-az/drilling [29 March 2021].
Teng, L. S., & Zhang, L. J. (2019). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 1-16. Retrieved from: https://www.sciencedirect.com/science/article/pii/S1060374319303923 [Retrieved on: 25th September, 2022].
Thirusanku, J., & Yunus, M. M. (2012). The many faces of Malaysian English. International Scholarly Research Notices, 2012. doi: 10.5402/2012/138982 [Retrieved on: 25th September, 2022].
Vance, S. J. (1999). Language Learning Strategies: Is There a Best Way To Teach Them?. https://files.eric.ed.gov/fulltext/ED438716.pdf [30 March 2021].
Wilson, N. S., & Smetana, L. (2009). Questioning as thinking: A metacognitive framework. Middle School Journal, 41(2), 20-28. Retrieved from: https://www.academia.edu/download/35016133/Questioning_as_thinking_Metacognitive_Framework_2009.pdf [Retrieved on: 25th September, 2022].
Wright, K. W. (2011). Meaningful grammar.
https://thestar.com.my/news/education/2011/12/11/meaningful- grammar [29 March 2021].
Yasin, N., &Yamat, H. (2020). Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum. International Journal of English LanguageStudies, 3(2), 44-51. Retrieved from: https://al-kindipublisher.com/index.php/ijels/article/download/1329/1143 [Retrieved on: 25th September, 2022].
Yigiter K., Saricoban A., & Gurses T. (2005). Reading strategies employed by ELT learners at the advanced level. The Reading Matrix, 5/1. Retrieved from: http://www.readingmatrix.com/articles/saricoban/article2.pdf [Retrieved on: 25th September, 2022].
Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. Clearing House, vol/issue: 84(5), pp. 204-212.
In-Text Citation: (Lim & Shah, 2022)
To Cite this Article: Lim, L. M., & Shah, P. M. (2022). Investigating The Reading Strategy Used among Primary ESL Learners. International Journal of Academic Research in Business and Social Sciences, 12(12), 493– 509.
Copyright: © 2022 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
