Epeolatry: The Practice of Language Learning Strategies in Reading among Lower Secondary School Students

Abstract

Learning approaches utilised by the learners of a second language to ease their learning process may vary in each individual. Reading skills are crucial in a language classroom which comprises five requisite components namely phonemic phonics, awareness, vocabulary, fluency and comprehension. Each component is crucial to muster effective reading instruction. Nonetheless, discrepancies in executing the language learning strategies may result in multiple issues in reading achievement. Limited studies were conducted in regards to language learning strategies in reading in the English classrooms previously. Henceforth, the researchers conducted a study to investigate the archetypal language learning methods used by Kuala Lumpur lower secondary school students when reading in English. To collect data, 40 lower secondary students were given an updated version of the Strategies Inventory for Language Learning questionnaire. The results yielded that the students use all of the categories of language learning strategies. The study also disclosed that metacognitive strategies is the prominent language learning strategy among lower secondary school students and these students engaged less in affective strategies. Thus, utilising relevant language learning strategies in reading in English may promote the successful reading skills in English. In this way, teachers are able to apply strategic-based instruction to enhance the reading skills in English among lower secondary school students.