Proceedings of The ICECRS
Vol 1 No 1 (2016): "Generating Knowledge through Research", 25-27 October 2016, CAS Auditorium - Universiti Utara Malaysia
Articles

TEACHERS’ PERSPECTIVE ON THE READING BEHAVIOUR OF PRIMARY ESL LEARNERS IN SJKC CHUNG HUA SEMERA SARAWAK
PERSPEKTIF GURU TERHADAP PERILAKU MEMBACA PEMBELAJAR ESL DASAR DI SJKC CHUNG HUA SEMERA SARAWAK


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  • Melor Md Yunus,
  • Jong Sze Chun
Melor Md Yunus
Universiti Kebangasaan Malaysia, Malaysia
Jong Sze Chun
Universiti Kebangasaan Malaysia, Malaysia
Picture in here are illustration from public domain image or provided by the author, as part of their works
DOI: https://doi.org/10.21070/picecrs.v1i1.518
Published October 30, 2016
Keywords
  • Reading Behaviour,
  • primary,
  • ESL (English as a Second Language),
  • Perspective
How to Cite
Yunus, M. M., & Chun, J. S. (2016). TEACHERS’ PERSPECTIVE ON THE READING BEHAVIOUR OF PRIMARY ESL LEARNERS IN SJKC CHUNG HUA SEMERA SARAWAK. Proceedings of The ICECRS, 1(1), picecrs.v1i1.518. https://doi.org/10.21070/picecrs.v1i1.518

Copyright (c) 2016 Melor Md Yunus, Jong Sze Chun

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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Abstract

This study attempts to investigate the reading behaviour of primary ESL (English as a Second Language) learners in SJKC Chung Hua Semera Sarawak through the perspective of their teachers in the ESL classroom. To acquire this, interviews were carried out with the teachers to collect qualitative data. A total of 3 ESL teachers were selected from the school to participate in this study. The analysis of the data reveals that majority of the ESL learners spent most of their time reading by skimming and scanning, identifying keywords, applying one-time reading, non-linear reading, and reading selectively. On the contrary, the ESL learners spent less time reading expansively and comprehensively. Since the English language is the learners’ second or third language, they lack confidence and motivation as they face various hindrances in fully understanding and interpreting information in this language. The findings of this study intend to provide a springboard for further researches on the approaches to enhance ESL reading skills. Instructional implications are also discussed.
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