Problem statement: The message that a writer tries to convey in a text would be subjected to several interpretations by readers. Apparently, reading is a complex process of getting input. A well-known researcher offers two views of reading: (i) reading is a process of decoding written symbols and (ii) reading is a process of reconstructing meaning. It has also been proposed that readers used reading processing strategies in the process of understanding text. Most language educators are not aware of the specific reading strategies that second language readers utilize. Therefore, it is deemed necessary to conduct a study that could explore the specific types of strategies used and to compare the strategies utilized by readers of differing abilities. Approach: A study is conducted to examine the second language readers use of reading strategies at the Malaysian secondary schools. They read a piece of reading material, and then respond to questionnaires concerning reading strategies such as supervising strategies, support strategies and paraphrase strategies. Results: The findings indicate that there are differences in reading strategies used by second language readers of differing abilities for some of the question items. The results suggest the need to address the incorporation of reading strategy instruction in the language curriculum in order to produce more efficient readers. Conclusion: This investigation is another useful contribution to the applied linguistics research since second language educators would gain better insight into the readers comprehension process

There is a misconception that 21st century education is all about using the right online tools. However

Enhancing 21 st century learning skills becomes the utmost importance in the contemporary education world. In Malaysia, the rising number of unemployment among Malaysian university graduates is associated to the lack of 21 st century skills and it is imperative to find a pedagogical approach that could enhance these skills. This study examines how Multiliteracies Project Approach (MPA) enhances 21 st century skills among Malaysian university graduates. It is a qualitative study that was conducted at a public university in Nilai, Malaysia, involving 50 students enrolled in English as a Second Language (ESL) course. Data was collected using qualitative tools such as observation, semi-structured interviews and reflective journals. Data was then analyzed using a thematic analysis method. The findings of the study showed that MPA promotes the development of collaborative, technological and critical thinking skills among students. MPA provided students the chance to practice working effectively in in a network of people to achieve a mutual goal. Findings also showed that students acquired new skills when learning using MPA, including technological skills and critical thinking skills which were significant in 21 st century employment. The findings suggest that Multiliteracies Project Approach can provide a significant pedagogical implication.

Enhancing 21 st century learning skills becomes the utmost importance in the contemporary education world. In Malaysia, the rising number of unemployment among Malaysian university graduates is associated to the lack of 21 st century skills and it is imperative to find a pedagogical approach that could enhance these skills. This study examines how Multiliteracies Project Approach (MPA) enhances 21 st century skills among Malaysian university graduates. It is a qualitative study that was conducted at a public university in Nilai, Malaysia, involving 50 students enrolled in English as a Second Language (ESL) course. Data was collected using qualitative tools such as observation, semi-structured interviews and reflective journals. Data was then analyzed using a thematic analysis method. The findings of the study showed that MPA promotes the development of collaborative, technological and critical thinking skills among students. MPA provided students the chance to practice working effectively in in a network of people to achieve a mutual goal. Findings also showed that students acquired new skills when learning using MPA, including technological skills and critical thinking skills which were significant in 21 st century employment. The findings suggest that Multiliteracies Project Approach can provide a significant pedagogical implication.