One of the most vital skills needed by postgraduate students to excel in their tertiary education is the ability to read effectively. Reading skill is viewed as a necessity for postgraduate students as they are needed to effectively indulge in in-depth academic reading to pursue their research topics. Thus, this study was aimed to identify the language learning strategies employed by TESL postgraduates, especially in curating and enhancing their reading skills. 50 postgraduates from a public university in Malaysia were chosen to participate in the study via convenience sampling. This study employed a quantitative approach with a survey research design whereby the data collection was done by employing an online questionnaire which was adapted from the (Young Learner’s Language Strategy Use Survey, 2002; Language Strategy Use Survey, 2005). The adapted online questionnaire consisted of 24 items on a 4-point scale. The data obtained from the online questionnaire was analysed quantitatively using descriptive analysis focussing on frequency, percentage and mean using the Statistical Package for the Social Sciences (SPSS) software. The findings revealed that Malaysian TESL postgraduates’ tend to employ all of the language learning strategies in order to enhance their reading skills. Additionally, the study also found that the most employed language learning strategies were memory strategies with a mean value of 3.64 while the least employed language learning strategies were social strategies with a mean value of 2.85. These findings provide useful information for stakeholders to use as a basis to employ necessary steps to improve the reading skills among postgraduate students in Malaysia.
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In-Text Citation: (Rajasagaran et al., 2022)
To Cite this Article: Rajasagaran, S., Wui, J. W. J., Chun, T. W., & Hashim, H. (2022). Identifying Language Learning Strategies for Reading among Malaysian TESL Postgraduates in a Public University. International Journal of Academic Research in Business and Social Sciences. 12(6), 255– 268.
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