Developing reading skills has transformed improvisation in teaching and language learning strategies worldwide. Implementing reading skills in the classroom will further enhance the pupils' learning experience. Studies have researched numerous language learning strategies in secondary and higher education. However, fewer studies have been conducted on the most and least used language learning strategies to support their reading skills at the upper primary English as a Second Language (ESL) level. This study aimed to identify the most employed language learning strategies among the lower primary ESL learners in reading skills. A mixed-methods research design was used in this study with a modified version of the Strategy Inventory for Language Learning instrument. A total of 45 upper primary pupils from three primary schools were selected using purposive sampling. The results highlighted that these pupils prefer memory strategies in their reading. On the other hand, the learners' least effective strategy is the affective learning strategy. Future researchers are encouraged to conduct this research on a larger scale in upper primary to enlighten educators on various language learning strategies in designing the curriculum.
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