Language Learning Strategies Employed By Pupils at A Rural Primary School in Malaysia

In second language learning, a learning strategy plays an important role in guiding pupils in improving their language skills. Language learning strategies are essential in guiding pupils to reflect on their autonomous learning style. Educators need to have an inclusive overview of the language learning strategies used by second language learners, especially in a rural Malaysian ESL environment in order for pupils to improve on their language acquisition and to be able to reflect on their different learning strategies. Thus, this study aims to identify the language learning strategies employed by pupils at a rural primary school in Selangor, Malaysia. The methodology used is quantitative method which consists of a survey. 52 Year 6 pupils responded to a survey instrument and the data were analysed quantitatively. The purposive sampling technique was used to collect the data. To investigate the learning strategies used by the Year 6 pupils in a primary school in Selangor, the Strategy Inventory for Language Learning (SILL) by Oxford (1990) was utilised. The 30 items from the Strategy Inventory Language Learning (SILL) were adapted for this study. The major findings obtained from the study show that memory strategy is the most used LLS while social strategy is the least used LLS by the Year 6 pupils in a rural primary school in Selangor in learning the English language. Hence, it is hoped that the findings gained from this research will act as a guide for teachers to imply the suitable language learning strategies in rural schools. Further research can focus on how to empower learners to be more self-directed in their learning especially in rural schools.