ISSN: 2222-6990
Open access
English is one of the most used and learnt languages in the world. There are many strategies identified to predict and understand better English language learning among learners. In a multicultural country like Malaysia, reading comprehension among secondary school students is imperative so that reading itself is enjoyable, fun, and informative. However, considering that English is a second, third, or even a fourth language to these students, it is necessary to understand what language learning strategies they employ when they are reading English texts. This research aimed to identify (1) the dominant language learning strategies employed by Chinese secondary school students and (2) the significance between gender and language learning strategies. A total of forty-seven (N=47) Form 3 students from a private Chinese secondary school in Perak, Malaysia participated in this research. Data was collected quantitatively through the use of a survey questionnaire that was adopted based on Young Learners' Language Strategy Use (Cohen & Oxford, 2002) and Language Strategy Use Survey (Cohen, Oxford & Chi, 2002). Findings revealed that the cognitive strategy was the least dominant strategy employed by secondary school students during English reading comprehension activities. Besides that, there was no significant correlation between gender and language learning strategies among secondary school students. Nevertheless, this research presents a snippet of what teachers and learners could focus on when aiming for more fruitful reading comprehension outcomes in ESL classrooms.
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In-Text Citation: (Lam et al., 2022)
To Cite this Article: Lam, J., Mariappan, R., Majitol, D., Cassidy, L., & Hashim, H. (2022). Language Learning Strategies Employed by Chinese Secondary School Students in Enhancing Reading Skills. International Journal of Academic Research in Business and Social Sciences. 12(6), 331 – 342.
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