Language Learning Strategies Used by Year 6 ESL Pupils in Improving Writing Skill

Aimi Khairiyah Hamdan, Auni Mohd Adli, Nur Ain Afifa Mohd Anuar, Nurul Izzati Mohd Amin Azhari, Prialoshini Naterkumar, Shafiyah Mohd Fadzli and Harwati Hashim
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Aimi Khairiyah Hamdan: Sekolah Kebangsaan Air Putih, Malaysia Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia
Auni Mohd Adli: Sekolah Kebangsaan Sri Tumpat 2, Malaysia Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia
Nur Ain Afifa Mohd Anuar: Sekolah Kebangsaan Bandar Baru, Malaysia Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia
Nurul Izzati Mohd Amin Azhari: Sekolah Kebangsaan Seri Telok, Malaysia Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia
Prialoshini Naterkumar: Sekolah Menengah Pin Hwa, Klang, Malaysia Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia
Shafiyah Mohd Fadzli: Sekolah Kebangsaan Tekir, Malaysia Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia
Harwati Hashim: Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 368-378

Abstract: In recent years, the importance of Language Learning Strategies (LLS) in supporting English as a Second Language (ESL) learners has gained global attention. As writing is often one of the most challenging language skills to master, understanding which strategies learners use can help teachers better support their development. This study aims to identify the most preferred language learning strategy employed by Year 6 pupils in learning English writing. Using a quantitative research method, data were collected through a survey questionnaire administered to Year 6 (12 years old) ESL pupils. The questionnaire which is adopted from the Strategy Inventory for Language Learning (SILL) by Oxford (1990), focused on six categories of LLS, including memory, cognitive, compensation, metacognitive, affective, social strategies. Findings revealed that affective strategy is the most preferred language learning strategy among the participants. This suggests that pupils place significant value on managing their emotions, motivation, and anxiety when learning to write in English. While many existing studies focus on adult or older learners, this research highlights a gap by exploring the preferred language learning strategies in improving writing skill among young learners, specifically Year 6 pupils. The findings imply that ESL teachers should incorporate activities that build emotional support and motivation, such as using positive reinforcement, self-encouragement techniques, and a low-anxiety classroom environment. In conclusion, recognising the role of affective strategies can lead to more effective and supportive writing instruction for young ESL learners.

Date: 2025
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