Exploring Reading Strategy Use Among Year 6 ESL Learners in Malaysian International and Government Schools

This study investigates the use of language learning strategies (LLS) in enhancing reading skills among students from international and government schools. With reading recognized as a core component of English language proficiency, the research aims to identify the types and frequency of strategies used by students in different educational contexts. The study compares how learners from international and government school backgrounds approach reading tasks and whether disparities in curriculum, resources, and instructional practices influence their strategic learning behavior. A mixed-methods approach is employed, combining surveys and interviews to gain insights into students’ reading habits and strategy preferences. Findings are expected to reveal significant differences in LLS use, with international school students likely benefiting from greater exposure to strategy-based reading instruction and English-rich environments. The research highlights the importance of teaching effective reading strategies across all school types to foster independent learning and improve English proficiency among diverse learners.