Language learning strategy is an important part of the learning process as it significantly influenced the effectiveness of language acquisition. Reading being part of the English language has its own set of strategies derived from specific preferences, skills, and language proficiency depending on the learners’ composition. Consequently, these strategies shall be the determinants of the extent to which the English language proficiency could be further improved and explored on. The purpose of this research is to look into the reading strategies utilised by urban national primary school students. A quantitative research method employing a survey was used in this study. A questionnaire adapted from Andrew D. Cohen and Rebecca L. Oxford was used to collect the data from 35 Year 5 students in an urban school in Kuala Lumpur. The data is then analysed using descriptive analysis with table and frequency count. The findings indicate that the language learning strategies (LLS) provide an overview of the most favoured reading strategies used by the Year 5 students. This will aid the teachers by providing fresh insights into acceptable reading practices that will attract the most interest from students as well as exposing them to the other reading strategies. On this foundation, while planning reading lessons, teachers can take into account the types of reading resources, activities, and the students’ preferences.
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In-Text Citation: (Magasvaran et al., 2022)
To Cite this Article: Magasvaran, V., Zhen, L. S., Zainuddin, F. N., Zin, M. A. M., & Hashim, H. (2022). Language Learning Strategies Used by Year 5 Urban National Primary School Students in Enhancing Reading Skill. International Journal of Academic Research in Business and Social Sciences. 12(6), 171– 182.
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