Learners of English as a Second Language (ESL) in Malaysia, particularly those from Tamil School background, face substantial linguistic challenges due to the nation's multilingual and multicultural educational environment. These students transition from a primary school system that may primarily use Tamil or Malay to a secondary education system centered on English, creating a steep language learning curve. This quantitative survey research explores language learning strategies among lower secondary students from Tamil School background. Utilizing a survey instrument adapted from the Language Strategy Use Inventory, the study investigates techniques for speaking, reading, writing, and listening skills. Employing WhatsApp and Google Forms for data collection facilitated the systematic gathering of responses from participants. Through descriptive and correlational analyses, the study elucidates prevalent language learning practices and provides valuable insights into the strategies employed by students in this educational context. The findings highlight the diversity of approaches utilized by learners, shedding light on factors influencing language acquisition and proficiency development. Moreover, the study underscores the significance of tailored language learning interventions and inclusive teaching methodologies to address the specific needs of students from Tamil School background. By illuminating the landscape of language learning strategies in this demographic, the research contributes to a deeper understanding of language education practices and informs the development of effective pedagogical approaches to support ESL learners in their language learning journey.
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(Raghavan & Hashim, 2024)
Raghavan, P., & Hashim, H. (2024). Investigating English Language Learning Strategies used by ESL Lower Secondary Students from Tamil School Background. International Journal of Academic Research in Business and Social Sciences, 14(7), 1041–1056.
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