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A study investigated impediments to English Language learning (ELL) by focusing on listening, speaking, reading and writing. The research involved 30 Intermediate Year 5 pupils from a rural primary school using notebooks to report problems and propose solutions by learners, teachers, and peers. 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Christopher  \nSchool of Education & Modern Languages, College of Arts and Sciences, Universiti Utara Malaysia, 06010 Sintok, Kedah, Malaysia  \nE-mail: [althea@uum.edu.my](althea@uum.edu.my)  \nDoi:10 .7575/aiac.alls.v.7n. 1p.161  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.1p.161](http://dx.doi.org/10.7575/aiac.alls.v.7n.1p.161)  \nReceived: 22/09/2015  \nAccepted: 27/11/2015  \nAbstract  \nThe level of awareness of the importance of mastering ESL among the local community is poor, particularly in rural areas. A study was conducted to gather information from English as a Second Language (ESL) learners pertaining to the impediments of English Language learning (ELL) by specifically focusing on the four language skills namely listening, speaking, reading and writing. The study involved 30 Intermediate Year 5 pupils from a rural primary school. The method involved the use of note books as the medium for the learners to channel various problems which they feel hinder the effectiveness of their ESL learning in the four language skills. The pupils were also asked to suggest ways they think these problems can be solved by themselves, their ESL teachers and their fellow ESL peers. The analysis revealed varying viewpoints on the contributing factors that trigger various problems in learning the four skills as well as measures for mutual language improvement among them. It is hoped that ESL educators, particularly in rural areas will place importance on the various impediments which their ESL learners face and strive to make their learners’ELL more effective and meaningful.  \nKeywords: ESL, ELL, note books, impediments, language skills  \n1. Introduction  \nIn this second decade of the 21st century, ESL learners in some parts of Malaysia, be it at primary or secondary level are still being taught using exam-oriented methods whereby the teacher focuses his or her lesson by giving great emphasis on getting the students to pass their exams with flying colours. The situation is even worse especially for those who are studying in rural areas where the level of awareness on the importance of mastering ESL among the local community is extremely poor. Usually, at the primary level, English is treated as merely a subject to be passed in the exam, thus, lessons would be conducted by focusing on reading and writing skills since only those two skills are being tested in the exams. Speaking and listening are usually treated as side skills with the general assumption that the students would acquire these skills along the way, therefore, not much attention is paid to them.  \n2. Overview of KSSR English Language Syllabus for Primary Schools  \nEnglish is taught as a second language in all Malaysian primary and secondary schools in the country. The terminal goal of the English Language curriculum for schools is to help learners acquire the language so that they can use it in their everyday life, to further their studies, and for work purposes.  \nThe standardised English Language Curriculum for Primary Schools (KSSR), was introduced in 2011 to replace the KBSR syllabus as an effort to restructure and improve the current curriculum to ensure that students have the relevant knowledge, skills and values to face the challenges of the 21st century. KSSR emphasises on holistic development of the students which encompasses new elements such as grooming of creativity and innovation, entrepreneurship, and integration of Information and Communication Technology (ICT) . The Focus is on the 4M: Reading, Writing, Counting  \nand Reasoning as compared to the 3M: Reading, Writing and Counting for the KBSR syllabus.  \nHowever, interviews with five primary scho","cbCaicW9wJUFfXhq","https://ap.wps.com/l/cbCaicW9wJUFfXhq","pdf",216192,"English","# Introduction\n# Overview of KSSR English Language Syllabus for Primary Schools\n# Purpose of Study\n# Review of Related Literature","[{\"question\":\"What language-learning areas does the study focus on?\",\"answer\":\"The study focuses on the four language skills: listening, speaking, reading, and writing, as part of English Language learning (ELL) for ESL learners.\"},{\"question\":\"How were learners’ problems collected in the study?\",\"answer\":\"Learners used notebooks to channel the problems they felt hindered the effectiveness of their ESL learning. They also suggested ways to solve those problems themselves, their teachers, and their peers.\"},{\"question\":\"What broader issue does the introduction describe about ESL teaching in rural Malaysia?\",\"answer\":\"In rural areas, English is often taught in exam-oriented ways that emphasize reading and writing, while listening and speaking receive less attention, contributing to pupils’ lack of proficiency.\"}]","Flourishing Creativity & Literacy - Vol. 7 No. 1 - February 2016 | PDF",1792067619,18]