Influence of Language Learning Strategy and Learning Channel Preference on Reading Comprehension among Grade 7 Learners

Abstract

Poor reading comprehension is a widespread global concern. By identifying the specific Language Learning Strategies (LLSs) and learning channel preferences that contribute to reading achievement, English language educators can develop more targeted, learner-centred instructional approaches that accommodate diverse learning needs and preferences. Such evidence-based interventions extend beyond conventional teaching practices by fostering strategic learning behaviours, enhancing student engagement, and supporting differentiated instruction within multilingual and multicultural educational contexts. Furthermore, understanding the relationship between LLSs, learning channel preferences, and reading performance can inform the design of inclusive pedagogical frameworks that promote equitable access to learning opportunities and improve literacy outcomes for all learners. In this regard, the implementation of strategically informed and inclusive educational practices contributes directly to the advancement of quality education, in alignment with Sustainable Development Goal 4 (SDG 4), which emphasises the provision of inclusive, equitable, and high-quality education and lifelong learning opportunities for all. This study determined the significance of language learning strategy, learning channel preference on reading comprehension of Grade 7 learners utilizing a diagnostic research design, involving 195 samples selected through random sampling and applying multiple linear regression analysis. The results showed that language learning strategy significantly influences reading comprehension, while the learning channel preference does not. Dual Coding Theory was partially supported. Future research and school administrators may pivot from discredited learning style models toward exploring hidden variables like motivation and prioritizing teacher training in proven metacognitive strategies.