Studies have shown that language learning strategies (LLS) assist English as a second language (ESL) learners in their language learning process. Nevertheless, there are still a worrying number of students who are not successful as ESL learners; particularly in rural areas. Thus, the objective of this preliminary study was to identify and compare the reading strategies employed by good and poor primary school ESL students. 38 Level 2 students from a rural school in Sarawak, Malaysia were involved in the study. Data was collected using the Young Learners’ Language Strategy Use Survey that was modified from Cohen and Oxford’s. The data were then analysed using descriptive analyses through the use of frequency, percentage and mean. The results showed that the good learners were inclined to use reading strategies more frequently than poor learners. Interestingly, the findings also revealed that the good language learners attempted to use the affective strategies most frequently while the poor language learners employed compensation strategies. The findings have significant implications for research on LLS for good and poor ESL learners as well as teachers’ classroom instruction. Recognising the differences in the learners and understanding which LLS both good and poor learners employed more frequently and less frequently will help the teachers in tailoring their instruction according to students’ needs in order to help them become more successful learners. Further studies could explore the factors that boost or hinder the use of LLS among the learners in the language learning process through think-aloud protocol to have a better understanding of reasons leading to the differences in LLS use between good and poor learners.
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In-Text Citation: (Ling & Yamat, 2020)
To Cite this Article: Ling, C. K. S., & Yamat, H. (2020). Reading Strategy Use among Good and Poor Primary English as a Second Language Learners. International Journal of Academic Research in Business and Social Sciences, 10(1), 318–330.
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