Investigating Memory Strategies to Enhance Reading Skills Among Year 6 ESL Learners

Hemadarshini Nair Anadan Nair, Minoshini Murgayah, Muhammad Amirul Hakimi Hussin, Nurul Hafidzah Nasrudin, Valarmathi Krishnan and Harwati Hashim
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Hemadarshini Nair Anadan Nair: Universiti Kebangsaan Malaysia Sequioa International School, Cheras, Selangor
Minoshini Murgayah: Universiti Kebangsaan Malaysia Pin Hwa High School , Klang , Selangor
Muhammad Amirul Hakimi Hussin: Sekolah Kebangsaan Lktp Tembangau 6, Bera, Pahang Universiti Kebangsaan Malaysia
Nurul Hafidzah Nasrudin: Sekolah Kebangsaan Bukit Gambir, Tangkak, Johor Universiti Kebangsaan Malaysia
Valarmathi Krishnan: Ssekolah Rendah Cochrane, Cheras, Kuala Lumpur Universiti Kebangsaan Malaysia
Harwati Hashim: Universiti Kebangsaan Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 3565-3575

Abstract: Reading comprehension poses persistent challenges for Year 6 English as a Second Language (ESL) learners in Malaysian primary schools. This study aims to investigate the effectiveness of specific memory strategies — repetition, chunking, visualization, highlighting, and mnemonics — in improving reading comprehension. A quasi-experimental method was employed with 20 Year 6 students divided into experimental and control groups. Pre- and post-tests assessed reading performance, and a strategy-use survey captured learners’ perceptions. The experimental group, trained in memory strategies, showed significant improvement (mean score increased from 3.3 to 8.6 out of 12; Cohen’s d = 5.59). Repetition and highlighting were most commonly used, while mnemonics were less favored. The findings underscore the value of integrating memory strategies in ESL reading instruction and suggest implications for curriculum design and teacher training.

Date: 2025
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