Comparative Analysis of Socio-affective Strategies in ESL Speaking and Writing: Implications for University Students

This study investigated the comparative use of socio-affective strategies (SAS) in ESL speaking and writing classrooms at a public university in Malaysia. Using a quantitative survey design, data from 130 undergraduates were collected through an adapted version of Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and analysed using descriptive and inferential statistics. A priori power analysis confirmed the adequacy of the sample size, ensuring reliable statistical validity. Results revealed that while most socio-affective strategies were employed similarly across both skills, task-specific differences emerged. Students reported significantly greater nervousness awareness in speaking (d = 0.502), whereas writing showed stronger use of reflective self-expression strategies (d = 0.440). These findings demonstrate that socio-affective strategies are not applied uniformly but vary according to the demands of each skill. The study extends Oxford’s framework to a comparative skill-based context and provides context-specific insights from Malaysian university students. Speaking requires immediate anxiety regulation and peer interaction, while writing demands sustained motivation, self-monitoring, and delayed feedback. Such contrasts highlight the importance of recognizing socio-affective strategies as dynamic and task-sensitive rather than static across language skills. Pedagogically, the results highlight the need for tailored teaching interventions that integrate socio-affective support into ESL classrooms. For speaking, this may involve peer rehearsal, relaxation strategies, and real-time feedback; for writing, reflective practices, journaling, and scaffolded goal setting can sustain motivation and confidence. Overall, the study reinforces the value of socio-affective strategies in enhancing both linguistic performance and emotional resilience by offering practical guidance for improving ESL learning outcomes at the tertiary level.