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

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.