The lack of writing skills among rural ESL primary school pupils in Malaysia has been identified based on the school level assessments. Based on the teachers as the researchers' perspectives, the problem of writing among these rural young learners is cause by the lack of vocabulary acquisition where they don't have choices of words in expressing their ideas in writing. Therefore, the researchers propose method with a writing module focusing on vocabulary enhancement in improving the writing skills among these learners. This module i.e. the VAW Module uses the VAW Method that comprises of vocabulary enhancement (V), application and practice (A) and Writing (W) is anticipated to help the pupils to power up their writing before they undergo the Primary School Achievement Test (UPSR) in Year 6 i.e. the national examination taken by all students in Malaysia at the end of their sixth year in primary school before they leave for secondary school.

This study aimed to identify the extent to which vocabulary learning strategies influence the results of English writing in UPSR of the post-UPSR learners. The subjects were 267 high-achievers Form 1 learners from four secondary schools who had completed the UPSR in Kota Kinabalu, Sabah. The purpose of this study was to determine which VLSs was used the most frequently by the post-UPSR learners. Participants completed a VLS questionnaire and the findings revealed the strategies of vocabulary learning the post-UPSR inclined to employ from each category of determination, social, memory, cognitive, and metacognitive. We conclude that while VLSs use should be encouraged in general, instructors may not need to cater to individual vocabulary learning styles.

The purpose of the study was to investigate the writing problems faced by the Post-UPSR learners during their primary school years. The data was obtained from 217 high achiever learners who scored an A on the UPSR. These learners, who had completed primary schools and taken the UPSR exam, are now enrolled in secondary schools as Form 1 learners. The method used is a quantitative study. A questionnaire was used as the instrument in the study. The analysis of the study uses SPSS which involves frequency and percentage. The data revealed that Malaysian ESL primary school learners struggle with writing tasks, particularly due to insufficient of vocabulary knowledge. The findings of the study will be valuable to ESL researchers and educators in assisting learners with their writing difficulties. Teachers or researchers can develop appropriate solutions to the issues once the writing issue has been identified.