COGNITIVE LANGUAGE LEARNING STRATEGIES AND ENHANCING READING COMPREHENSION AMONG MALAYSIAN PRIMARY ESL LEARNERS
DOI:
https://doi.org/10.35631/IJEPC.1162035Keywords:
Cognitive Language Learning Strategies, Malaysian National-Level Examination, Primary ESL Learners, Reading Comprehension, Strategy UseAbstract
Reading comprehension remains a persistent challenge for many Malaysian primary ESL learners, despite its central role in the CEFR-aligned English curriculum and its assessment through the End of Academic Session Test (UASA) examination. This study investigated the use of Cognitive Language Learning Strategies (CLLS) among Year 6 ESL pupils and examined the relationship between these strategies and pupils’ reading comprehension performance. A quantitative correlational design was employed, involving 60 Year 6 Malaysian learners selected through simple random sampling from a national primary school in Perak. Data were collected using an adapted version of Oxford’s (1990) Strategy Inventory for Language Learning (SILL), focusing on 15 cognitive strategy items, and samples’ UASA English reading comprehension scores (Parts 1–4). Descriptive analyses revealed that learners used CLLS at a moderate to high frequency, favouring strategies such as using pictures and titles, guessing new word meanings, and translating into their first language. In contrast, higher-order strategies, including summarising, questioning, and grouping ideas, were less frequently applied. Pearson correlation analysis revealed a moderate, significant positive relationship between overall CLLS use and reading comprehension achievement (r = 0.46, p = 0.001). These findings suggest that the active use of cognitive strategies contributes to better reading outcomes and highlight the importance of explicit strategy instruction in ESL classrooms. The study provides pedagogical implications for curriculum development, teacher training, and learner strategy awareness in Malaysia’s CEFR-aligned educational system.
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