Language Learning Strategies Used for Reading Skill by Pupils in Selected Rural Schools in Sarawak

Abstract

Rural schools in Malaysia strive to progress on par with their counterparts in urban schools despite their differences. Pupils learning in the rural schools may not experience a similar level of exposure to English as the pupils in the urban schools. It is seen essential to understand the learning process experienced by pupils in rural schools to progress in learning. Language learning strategies are a crucial element in the learning process and action that aid the use and acquisition of language. It is hypothesized that one factor influencing the development of reading skills was the pupils' learning strategies. This study aims to examine the learning strategies used among rural primary school pupils in developing their reading skills. In this study, quantitative research design was administered through the use of survey. The data was collected through questionnaires of Young Learners' Language Strategy Use Survey by Andrew D. Cohen and Rebecca L. Oxford (2002). Four selected schools are situated in the rural areas of four districts in Sarawak. The data collected were analyzed quantitatively. The major finding of this study resulted in the two highest percentages of preferred language learning strategies by the pupils in the selected rural schools namely the affective strategy and the cognitive strategy. The findings will be able to benefit the educators by giving new insights on appropriate reading strategies that would impact optimally as well as improving the pupils' learning progress awareness concerning reading skill. This reflects on the current teaching of English reading skills and what can be done to give a more impactful reading outcome. On this basis, consideration of the types of reading materials, reading tasks and readers' aspects should be taken into account when designing reading lessons.

Preferred Language Learning Strategies Employed by Rural Secondary School Students in Learning English

“…As for the reading skill, affective strategy is the most preferred strategy employed by the students. This result is in line with the study done by (Dawi et al, 2021). As affective strategy deals with students' emotions and feelings during language learning, it is important to note that motivation and a positive learning environment are needed for students to learn the language better.…”

“…The findings show that the use of learning strategies among Thai university students varies, depending on individual differences and contextual factors. Affective strategy is also the most preferred strategy employed by the respondents in a study done by (Dawi et al, 2021). Lestari and Azizi (2021) also carried out a study to measure LLS employed by university students in Yogyakarta, Indonesia.…”

Language Learning Strategies Used for Enhancing Receptive Skills among Malaysian ESL Primary School Pupils

“…Cohen and Oxford's (1995) Young Learners' Language Strategy Use Survey (YLLSUS) served as the basis for the questionnaire. This version was chosen because the sentences and phrases used were short, concise, and simple to understand for beginners and low intermediate learners (Dawi et al, 2021). These statements were used to assess the language learning strategies utilised by young learners aged 9 to 13.…”

Language Learning Strategies used for Reading Skill among Upper Primary ESL Learners

“…Findings have shown that teachers must better grasp second language learning acquisition, as most ESL learners have diverse cultural and linguistic influences. The English language exposure is mainly in the context of the classroom-based learning environment (Dawi et al, 2021). Theories have been formed to find ways to bring language proficiency to a greater level.…”