Language Learning Strategies Used by Upper Secondary School Students for Reading Skills

Abstract

Thr purpose of this study is to identify the most preferred and the least preferred Language Learning Strategies (LLS) among seventy-four (N=74) upper secondary school students for reading skills using a modified Strategy Inventory for Language Learning (SILL) model. Purposive sampling technique was employed in the study. An online structured questionnaire was used to collect quantitative data for the study. Descriptive statistics using frequency, mean and percentage was used to analyze the data collected. Results of the study show that the metacognitive strategies were the most preferred LLS while the compensation strategies were the least favoured. The findings imply that the students were very driven to explore strategies to improve their abilities to learn English as they looked for opportunities to read as much as possible in English. Therefore, the teachers of the students should encourage and guide them in using LLS to overcome any difficulties in their reading.