English language has become a universal language to communicate with people worldwide in the era of globalisation as more global citizens take up English as a Second Language (ESL). Yet, ESL learners still face problems in becoming competent speakers of the English language which can impact their communication skills adversely in personal and professional settings. The use of Language learning strategies (LLS) among ESL learners can bring about proficient speaking skills and vice versa. This study aims to find out the extent of ESL learners' use of LLS in relation to their speaking skills. A survey research design was used and data was collected through an online survey questionnaire among Form 2 pupils from a rural Negeri Sembilan secondary school. The 15 close-ended questions adapted from Oxford, Cohen and Chi's Language Strategy Use Survey were formulated to inquire about pupils' use of English speaking learning strategies. The quantitative analysis of the questionnaire results revealed that most pupils never and seldom utilize speaking learning strategies when engaging in English discourse with exception of showing a significant use in the strategy of switching to their native language momentarily. This study of the aforementioned sample demonstrated that most adolescent ESL learners in Malaysian secondary schools use little to none English speaking skill learning strategies and use more of their native language to cope in English conversations. ESL policy makers, educators and researchers are needed to further encourage the ESL learners' active use of LLS for speaking and eventually enhance their speaking skills. Recommendations were provided for future studies in consideration of English language educators and researchers.

The English language is a widely used communicative language worldwide as more people take up English as Second Language (ESL). English is taught in Malaysia from the primary level until the tertiary level. However, written communicative competence among students is still low as students could not develop, organise and structure their written paragraphs appropriately. In line with these, this study aims to investigate if there is a significant difference in students' narrative writing performances after implementing the mind map technique. A total of 16 students were selected as research samples through purposive sampling. The instruments used in this study are pre-test scores, post-test scores and semi-structured interviews. It uses descriptive analysis and statistical analysis of pre-test and post-test scores using SPSS and semi-structured interviews, which were thematically analysed as evidence. The findings revealed that there was a significant difference in the pre-test score (M = 8.19, SD = 2.562) and post-test scores (13.81, SD = 3.124) given the conditions; t (15) = −9.893, p = 0.005 which proves that students' narrative writing performance does show improvement after comparing both the pre-test and post-test scores using SPSS. Overall, the findings reflect a positive result.

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