Preferred Learning Strategies among Malaysian Primary ESL Learners

Abstract

Language learning strategies are measures initiated and undertaken by students to optimize their language acquisition. Strategies are particularly significant because they provide instruments for engaged, self-directed participation, which is critical for establishing communicative competence. A great measure of accountability for their own learning progress is also nurtured through the employment of language learning strategies. This study aims to investigate the preferred learning strategies among Malaysian Primary ESL learners. The respondents were composed of 54 Level 2 Primary students in a Malaysian government school. To determine the Primary ESL learners’ preferred learning strategies for reading skill, “Young Learners’ Language Strategy Use Survey” was adapted. The score percentages were analyzed and the results reveal that the most preferred language learning strategies were affective strategies while cognitive strategy is less favored. The findings imply that language teachers therefore play an important role in introducing and familiarizing students to various reading strategies. Finally, new research possibilities and instructional applications are offered, opening the way for a more comprehensive knowledge of second language learning strategies and processes.

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