Assessing Language Learning Strategies in Enhancing Writing Skills among ESL Year 6 Primary School Pupils

Abstract

The field of language education has seen a significant change, with a strong emphasis on the study of Language Learning Strategies (LLS). Research has shown that highly successful language learners utilise a variety of LLSs that differ from those used by less successful learners. Malaysian students, who are non-native speakers, encounter difficulties in developing their writing skills. It is essential for teachers to select the appropriate Language Learning Strategies (LLSs) to provide effective writing instruction. This will enable writing activities to be integrated into the curriculum and provide learners with an opportunity to achieve success. The aim of this study is to identify and evaluate the language learning strategies employed in writing by Year 6 ESL pupils from urban and rural primary schools. This study utilised a survey approach to gather data on the variety and effectiveness of writing styles utilised by a cohort of 50 pupils. The study aimed to ascertain the predominant ways utilised by participants in their writing tasks and assess the most effective and least effective strategies in enhancing their writing proficiency. The results demonstrate that pupils would rather practise writing words when they discover that the alphabet is different, ask someone to proofread and revise their work, and utilise words from their native tongue when they are at a loss for words. The least common strategies are writing in the language, using computer grammatical checks when writing, and using words from their native tongue with new endings. Educators are encouraged to be aware of the learning strategies for writing in order to provide the most effective way of teaching writing skills to create the utmost outcome for the pupils.