ISSN: 2222-6990
Open access
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.
Abrahma, R., & Vann, R. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin (Eds.). Learner Strategies in Language Learning (pp. 85–102). Cliffs, NJ: Englewood Prentice Hall.
Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10), 235–244.
Ansari, M. S. (2015). Speaking Anxiety in ESL/EFL Classrooms: A Holistic Approach and Practical Study. International Journal of Educational Investigations, 2(4), 38–46.
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.). Handbook of research in second language teaching and learning (pp. 757–771). Mahwah, NJ: Lawrence Erlbaum Associates.
Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28, 69–83.
Chamot, A. (1987). The learning strategies of ESL students. In A. Wenden, A & J. Rubin (Eds.). Learner Strategies in Language Learning (pp. 85–102). Cliffs, NJ: Englewood Prentice Hall.
Chamot, A. (2001). The role of learning strategies in second language acquisition. In M. P. Breen (Ed.). Learner contributions to language learning: New directions in research (pp. 25–43). Harlow, England: Longman.
Chamot, A., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annuals, 22, 13–24.
Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Addison Wesley Longman Inc.
Cohen, A. D., & Oxford, R. L. (2002). Young Learners’ Language Strategy Use Survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
Embi, M. A., Long, J., & Hamzah, M. I. (2001). Language learning strategies employed by secondary school students in Malaysia. Jurnal Pendidikan, 26, 2–3.
Eslinger, C. E. (2000). A more responsive mind: A study of learning strategy adaptation among culturally diverse ESL students (Unpublished master's thesis). Brigham Young University, Utah.
Gelman, R., & Baillargeon, R. (1983). A review of some Piagetian concepts. In J. H. Flavell, & E. M. Markman (Eds.). Handbook of child psychology: Vol. 3 Cognitive Development (pp. 167-230). New York: Wiley.
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and non-successful second language learners. System, 5, 116–123.
Huang, J., & Nisbet, D. (2014). The relationship between reading proficiency and reading strategy use: A study of adult ESL learners. Journal of Adult Education, 43(2), 1–11.
Kayao?lu, M. N. (2013). Poor and good learners’ language beliefs and their influence on their language learning strategy use. Novitas-ROYAL, 7(1), 36–54.
Mahdavi, J. N., & Tensfeldt, L. (2013). Untangling reading comprehension strategy instruction: Assisting struggling readers in the primary grades. Preventing School Failure: Alternative Education for Children and Youth, 57(2), 77–92.
Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language learner. Toronto, Ontario: Ontario Institute for Studies in Education.
Nasruloh, M. I. (2013). Teacher-Student Interaction in a Project-based Learning Classroom. Journal of English and Education 1(1), 142–153.
Nyikos, M. (1987). The effects of color and imagery as mnemonic devices on learning and retention of lexical items in German (Doctoral dissertation). Retrieved from: Proquest Dissertations & Theses Full-Text (ATT 58160804).
O’Malley, J., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
O’Malley, J. M., Chamot, A., Stewner-Manzanares, G., Kupper, L., & Russo, R. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21–46.
Ortlieb, E., Verlaan, W., & Cheek, E. H. (2013). Vocabulary/Comprehension-based models of reading clinics. In E. Ortlieb & E. H. Cheek (Eds.). Advanced literacy practices: From the clinic to the classroom (pp. 117–1
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.
Copyright: © 2020 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode