Meaning-making in the first and second language: reading strategies of Malaysian students

AbstractMalaysian secondary school students, often proficient readers in their L1, are not necessarily good readers in the L2 (English). This study investigated L1 and L2 reading strategies of nine selected technical secondary school Malaysian students from three levels of English proficiency. The students responded to a reading strategy questionnaire and a semi-structured interview. The findings showed that advanced proficiency students used more strategies reading in L2 compared to the other group of students. There was an overlap in the types of strategies used for both L1 and L2 reading across proficiency levels. Implications for ESL/EFL reading strategy instruction are provided