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Pupils have different ways of learning. In Malaysia, pupils of mixed ability are grouped together in a class in order to maximise their learning input. Therefore, identifying the pupils’ application of language learning strategy is important for teachers as it helps to organize their learning, thus making learning engaging, efficient, and meaningful. Writing skill especially, is an important aspect of acquiring language as Malaysian exams are focused on this skill. So, this paper aims to identify language learners’ writing strategies used among ESL primary school pupils in a rural school in Malaysia. The methodology employed in this study is questionnaire. Findings reveal that most pupils in the school apply writing strategies metacognitively to acquire the English language. Thus, these learning strategies could be of help for a teacher to plan and execute purposeful and meaningful writing lessons in order to ensure optimal learning that suit the pupils. The objectives of the study are; to identify the frequency of application of writing strategies among young English language learners in a rural school in Malaysia, and explore the implications of writing strategies on teaching and learning the language in a rural school in Malaysia.

Identifying Writing Strategies Applied by ESL Primary School Pupils in a Rural School