Exploring Language Learning Strategies of Good Language Learners in Malaysian ESL Contexts

This study investigates the use of language learning strategies (LLS) among good language learners in Malaysia, addressing a gap in research on how successful learners employ these strategies to enhance their own language acquisition. It explores the use of metacognitive and cognitive strategies, along with digital tools, to enhance student outcomes, aligning with Malaysia’s emphasis on student-centered learning and digital literacy. Using a quantitative descriptive research design, the study examines the frequency and types of LLS employed by good language learners, and their relationship to perceived language proficiency and achievement. The theoretical framework combines Oxford’s Strategy Classification Model with Bandura’s Social Cognitive Theory and Vygotsky’s Sociocultural Theory to provide a comprehensive understanding of strategy-based language learning practices. The findings contribute to ESL education literature and offer actionable insights for language learning development, supporting the integration of self-regulated learning, digital literacy, and communicative competence in line with national education goals.