Language learning strategies are a crucial part of the learning process. Pupils used a variety of learning strategies to enhance their language acquisition and take an active role in their learning. Learning the English language requires pupils to learn and master the four skills: listening, speaking, reading and writing to become fluent in it. Reading is a skill that allows pupils to receive information and discover new things. Different strategies ought to be used by the pupils to master the five elements of reading, which are phonics, phonemic awareness, vocabulary, reading comprehension and fluency. This research aims to investigate the learning strategies used by ESL learners in primary schools to enhance their reading skills. The respondent comprises 40 Year 5 pupils from two sub-urban primary schools in Sarawak. A quantitative research method was used in this research by conducting a survey. A set of questionnaires which was adapted from Andrew D. Cohen and Rebecca L. Oxford, was used to identify the most practised language learning strategies among Year 5 ESL primary school learners in Sarawak in enhancing their reading skills. The data was collected and analysed using descriptive analysis using percentage and frequency. The results revealed that the most practised language learning strategies were affective and cognitive strategies while memorization strategies and compensation strategies were the least practised. It is hoped that this research could guide teachers to develop lessons that will help pupils enhance their reading skills by using various strategies that will best suit their preferences.
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