Speaking skills plays a vital role in improving the ability to communicate effectively using a language especially to second language learners. Language Learning Strategies (LLS) are beneficial for language learners as it helps them to learn and use a language effectively. However, the lack of confidence has always been a big barrier for them to perform well in speaking English. Hence, a descriptive study has been conducted which aimed to identify the most preferred LLS of speaking skill used by level 2 primary school pupils and ways for educators to improve their speaking skill by using the LLS. A survey questionnaire which has been adopted from the Oxford (1990) Strategy Inventory for Language Learning (SILL) was distributed to 50 respondents of rural primary 6 pupils in Sarawak by using random sampling. The data and findings are collected and analyzed by using descriptive analysis through mean score and percentage as the indicators. As a result, the study discovered that the respondents are prone to apply metacognitive strategies most and compensation strategies least when learning English speaking skill. With this knowledge in mind, it is hoped that teachers, typically in the rural areas, would take part in contributing to increase pupils' awareness of their preferred LLS so as to better enhance their English speaking skill and indirectly boost their confidence level.

Digital storytelling has always been emphasised as a revolutionary approach as it sustains the education in the modern era. It is a trending educational approach which are being researched in many current studies. However, despite its importance in sustaining the education, the review of digital storytelling in the teaching and learning of English, specifically on the four main language skills, is sparse. Hence, this review systematically focuses on the state-of-practice of digital storytelling in English language teaching and learning of the four skills. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 20 articles related to the use of digital storytelling in the English language classroom were identified from the ERIC, Web of Science, and SCOPUS databases. The inclusion and exclusion criteria were taken into consideration and all authors of the articles provided empirical proof which supports the implementation of digital storytelling in the English language teaching and learning of the four skills. First, the major findings revealed that digital storytelling is commonly utilised through project-based learning tasks. Second, writing skills are more emphasised through digital storytelling in the English language teaching and learning. These two findings implied that there are gaps in research on digital storytelling in the English language teaching and learning. In general, this review is important for practitioners to know which tasks to be used in using digital storytelling to teach the four language skills and in identifying gaps for research in digital storytelling and English language teaching and learning, to sustain the education in the future.