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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