Exploring Language Learning Strategies to Enhance ESL Writing: A Quantitative Study of Year 6 Pupils in Sarawak

Aishwarriya Sasi, Ayu Haniezyea Ramzi, Nur Syahadha, Preyangka Karunakaran, Thivyah Thiruchelvan and Harwati Hashim
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Aishwarriya Sasi: Faculty of Education, University Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Ayu Haniezyea Ramzi: Faculty of Education, University Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Nur Syahadha: Faculty of Education, University Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Preyangka Karunakaran: Faculty of Education, University Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Thivyah Thiruchelvan: Faculty of Education, University Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Harwati Hashim: Faculty of Education, University Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 6612-6626

Abstract: This study explores the language learning strategies (LLSs) used by Year 6 pupils in a suburban primary school in Sarawak to improve their English as a Second Language (ESL) writing. It identifies preferred and underused strategy categories by examining their frequency and variety. Using a quantitative approach, the study adapted Oxford’s Strategy Inventory for Language Learning (SILL) to survey 30 selected pupils, focusing on memory, cognitive, compensation, metacognitive, affective, and social strategies. Findings showed that metacognitive strategies like planning and self-monitoring were most frequent, indicating a strong focus on cognitive regulation in writing. Cognitive strategies, such as using authentic English media, were also common. However, affective strategies, related to emotional regulation, were least used, suggesting a need to address emotional aspects of learning. The study highlights the importance of metacognitive and cognitive strategies in ESL writing development, urging educators to integrate them into teaching. It implies that adding emotional support and reflection could further enhance students’ writing skills and confidence. These findings add to the limited research on LLS use among primary ESL learners in Sarawak by providing evidence of their learning strategy preferences and offer practical ideas to teach writing which suggest an emphasis on thinking and learning strategies alongside emotional support for better writing development.

Date: 2025
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