Selected Malaysian adult learners’ academic reading strategies: A case study Faizah Bte Abdul Majid, Zalizan Mohammed Jelas and Norzaini Azman, National University Malaysia Introduction This study is designed to investigate the use of English academic reading strategies amongst in-service TESL (Teaching English as a Second Language) students. It seeks to identify the possible differences and similarities between those who are proficient and non-proficient ESL readers. The findings should add to the existing body of knowledge as well as assisting ESL adult learners to maximize their potential as effective academic readers. Research objectives and research questions This study investigates Malaysian in-service TESL students and their academic reading strategies. It was conducted primarily to assist in any way possible those addressed. Therefore, its purposes are to: 1. examine the Academic Reading Strategies (ARS) of the in-service TESL students who are proficient and non-proficient readers in an EAP (English for Academic Purposes) context 2. highlight the potential similarities and differences of the ARS of in-service TESL students who are proficient and non-proficient readers 3. determine the variety, quantity and level of the ARS of the in-service TESL students who are proficient and non-proficient readers. Indirectly, the study is hoped to: 1. help TESL trainers to understand better about their students’ reading problems and strategies in an EAP context 2. help in-service TESL students to be aware of their academic reading potential by identifying their strengths and weaknesses in the academic reading process 3. come up with suggestions that could be used in the design and assessment of instructional materials for academic reading skills classes 4. add to what is already known about reading and in particular the academic reading strategies of ESL adult learners in an EAP context This study is guided by the following research questions. 1. What are the strategies involved when proficient and non-proficient readers read academic reading materials in English? 2. Why do they use the strategies? 3. To what extent do the academic reading strategies of the proficient and non-proficient readers differ in terms of variety, quantity and level? 4. Why do these differences exist? Limitations of the study In conducting this study, there were several limitations. While some are due to the design of the study itself, others are beyond the control of the researcher. The following are the limitations: 1. The study only attempts to explain the reading strategies of ESL readers in an EAP context, so only academic reading materials are used. Other genres and materials had to be ignored.