ISSN: 2226-6348
Open access
Quality education addressed in United Nations Sustainable Development Goals (SDGs) is immersively considered by Malaysia. Various government policies and practices have been integrated in Malaysian education curriculum, especially in English language teaching as people’s competence in English as Second Language (ESL) are important in ensuring the country to become globally competitive. Among all the skills in the English language, reading skills is the foundation of learning the English language. However, pupils nowadays find reading as an obvious obstacle in learning English. Hence, the aim of this research is to identify the Oxford’s Language Learning Strategies (LLS) employed by upper primary school ESL learners in reading skills within the context of Malaysia. The participants of this research are 60 pupils from a selected Chinese vernacular school in an urban area. The questionnaire used in this research is the combination of both Strategy Inventory for Language Learning (SILL) and Survey of Reading Skills (SORS). While the data collected is analysed using Oxford's LLS. The results from the questionnaire reveals that the favoured strategies used by ESL learners in reading skills are Affective, Memory and Cognitive strategies.
Ahmed, R. M. (2020). Investigating EFL learner’s awareness of cognitive and
metacognitive reading strategies of students in different disciplines. Arab World
English Journal (AWEJ), 11(3), 294-304.
https://dx.doi.org/10.24093/awej/vol11no3.18
Baba, J., & Affendi, F. R. (2020). Reading habit and students’ attitudes towards reading:
A study of students in the Faculty of Education UiTM Punchak Alam. Asian
Journal of University Education, 16(1), 109-122.
https://doi.org/10.24191/ajue.v16i1.8988
Banditvilai, C. (2020). The effectiveness of reading strategies on reading
comprehension. International Journal of Social Science and Humanity, 10(2),
46-50. doi: 10.18178/ijssh.2020.10.2.1012
Chanderan, V., & Hashim, H. (2022). Language Learning Strategies Used by ESL
Undergraduate Students. Creative Education, 13, 768-779.
https://doi.org/10.4236/ce.2022.133049
Gustanti, Y., & Ayu, M. (2021). The correlation between cognitive reading strategies and
students’ English proficiency test. Journal of English Language Teaching and
Learning (JELTL), 2(2), 95-100. https://doi.org/10.33365/jeltl.v2i2.1452
Hardan, A. A. (2013). Language learning strategies: A general overview. Procedia -
Social and Behavioral Sciences, 106, 1712–1726.
https://doi.org/10.1016/j.sbspro.2013.12.194
Kader, N. (2022). The impact of typography on design. LinkedIn.
https://www.linkedin.com/pulse/impact-typography-design-nurhayati-kader#
Khellab, F., Demirel, O., & Mohammadzadeh, B. (2022). Effect of TeachingMetacognitive
Reading Strategies on Reading Comprehension of Engineering Students. SAGE
Open, 12(4), 1-19. https://doi.org/10.1177/21582440221138069
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systematic
framework for connecting the SDGs to educational outcomes. Sustainability,
11(21), 6104. https://doi.org/10.3390/su11216104
Kucukler, H. (2020). 62-Language learning strategies (SILL) for foreign language learners: A sample from Gagavuzia. RumeliDE Dil ve Edebiyat Arastirmalari Dergisi, (O8), 795-807. DOI: 10.29000/rumelide.827689.
Lestari, M., & Wahyudin, A. Y. (2020). Language learning Strategies of Undergraduate EFL Students. Journal of English Language Teaching and Learning (JELTL), 1(1), 25-30.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL Students’ Awareness of Reading
Strategies. Journal of Developmental Education, 25(3), 2-10.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
New York: Newbury House Publishers.
Oxford, R. L. (1996a). Why is culture important for language learning strategies? In
Oxford, R. L. (Eds.), Language learning strategies around the world:
Cross-cultural perspectives (pp.ix-xiii). University of Hawai’i.
Oxford, R. L. (1996b). Employing a Questionnaire to Assess the Use of Language
Learning Strategies. Applied Language Learning, 7(1), 25-45.
Oxford, R. L. (2002). Language learning strategies in a nutshell: Update and ESL
Suggestions. In Richards, J. C. & Renandya, W. A. (Eds.), Methodology in
language teaching: An anthology of current practice (pp. 122-132). Cambridge
University Press.
Par, L. (2020). The relationship between reading strategies and reading achievement of
the EFL students. International Journal of Instruction, 13(2), 223-238.
https://doi.org/10.29333/iji.2020.13216a
Rabadi, R. I., Al- Muhaissen, B., & Al-Bataineh, M. (2020). Metacognitive reading strategies use by English and French foreign language learners. Jordan Journal of Modern Languages and Literatures, 12(2), 243–262. https://doi.org/10.47012/jjmll.12.2.7
Sunggingwati, D., & Ungau, S. (2023). Reading strategies used by 12 graders in an EFL context: A correlational study. TLEMC (Teaching and Learning English in Multicultural Contexts), 7(2), 118–131. https://doi.org/10.37058/tlemc.v7i2.9403
Tan, T. H., Ayub, A. F. M., Shah, M. M., & Ahamed, A. B. (2022). Implementation of
classroom-based assessment in Malaysia. International Journal of Academic
Research in Progressive Education and Development, 11(40), 76-87.
http://dx.doi.org/10.6007/IJARPED/v11-i4/14621
Tulder, V. R., Rodrigues, S. B., Mirza, H. & Sexsmith, K. (2021). The UN’s sustainable
development goals: Can multinational enterprises lead the decade of action?
Journal of International Business Policy, 4(2021). 1-21.
https://doi.org/10.1057/s42214-020-00095-1
Widharyanto, B., & Binawan, H. (2020). Learning Style and Language Learning Strategy
of Students from Various Ethnics In Indonesia. Jurnal Cakrawala Pendidikan.
39(2). 514-528. DOI:10.21831/cp.v39i2.28173
Zhang, T., & Zheng, T. (2020). Investigating the Theoritical Structure of the Survey of
Reading Strategies. Educational Research and Development Journal, 23(2), 22-38.
(Hui et al., 2024)
Hui, W. C., Min, N. L., Joe, L. A., Hisham, I. F. H., Zainan, I. J. H., & Hashim, H. (2024). Identifying Language Learning Strategies Employed in Reading Skills by Upper Primary ESL Learners. International Journal of Academic Research in Progressive Education and Development, 13(3), 373–388.
Copyright: © 2024 The Author(s)
Published by HRMARS (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