Language Learning Strategies of High-Performing ESL Learners in Selected Malaysian Boarding Schools

Wei Chuan Chua, Cheh Pau Law, Yuen Hui Ooi, Evelyne Ilam Anak Beriak, Betty Shu Wen Chieng, Muhammad Hafifie Mahazan and Harwati Hashim
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Wei Chuan Chua: SBP Integrasi Sabak Bernam, Selangor, Malaysia
Cheh Pau Law: SM Sains Muzaffar Syah, Melaka, Malaysia
Yuen Hui Ooi: SMK Seri Keledang, Perak, Malaysia
Evelyne Ilam Anak Beriak: SK Rakyat, Sarawak, Malaysia
Betty Shu Wen Chieng: SJKC San San, Sarawak, Malaysia
Muhammad Hafifie Mahazan: SK Lanai, Pahang, Malaysia
Harwati Hashim: Faculty of Education, University Kebangsaan Malaysia, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 4366-4379

Abstract: This study explores the specific language learning strategies employed by Form 4 English as Second Language (ESL) learners in Malaysian boarding schools, focusing on the four core language skills: listening, speaking, reading, and writing. Thirty high-performing students from two boarding schools one in Melaka and another in Selangor were purposely selected based on their consistent academic achievement in the national examination pertaining to English. A quantitative research design was employed using a structured survey adapted the Language Strategy Use Inventory by [9], comprising 88 items covering six strategy domains: cognitive, metacognitive, memory-related, compensatory, affective, and social. Descriptive statistical analyses, including mean scores and standard deviations, revealed that successful learners most frequently employed cognitive and compensatory strategies across all four skills. In listening and speaking, strategies such as mimicking intonation, using context clues, and switching to Malay when necessary were common. In reading and writing, learners preferred techniques like rereading difficult parts, planning before writing, and revising written output. Less frequent use of metacognitive and social strategies suggests a need for greater emphasis on planning, monitoring, and interactive learning in ESL pedagogy. The findings provide insights into learner behaviour in high-performance educational settings and inform targeted instructional practices to foster strategic language learning among ESL students.

Date: 2025
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