Equipping students with 21 st century skills has become the main focus among educators. In line with the Ministry of Education initiatives in transforming the framework of Malaysia Education system, 11 shifts charted are steered to witness the nation stay abreast, if not ahead of global trends. One of the major shifts is to leverage Information and Communications Technology (ICT) in order to escalate quality learning experience in the classrooms across the country. Therefore, preparation of teaching materials with meaningful technology integration is imperative to prepare students for the mastery of 21 st century skills. Thus, the assimilation of online tool into teaching and learning of writing skills is stimulating to elevate students' writing competency and motivations along the process. This study aims to identify students' experiences in using digital storytelling tool called Storybird in writing English as a Second Language (ESL) narrative text. Semi-structured interviews and observation are the instruments employed to collect data from 15 diploma students of a private university in Malaysia. The findings show that majority of the respondents reflect their positive experiences in using Storybird in writing ESL narrative text. This study has significant implications to shed some light on the potential use of Storybird as a pedagogical tool for English course.

Often times, many English as Second Language (ESL) facilitators speculate why some learners learn faster than other learners. Provided the students were exposed with the same amount of years in the formal education system in Malaysia, the language instructors curious about the variety of performance in the English language among the learners. This study revealed the language learning strategies used by ten successful ESL learners of a private university in Kajang, Selangor, using Oxford's (1990) Strategy Inventory for Language Learning (SILL). The findings indicated that successful language learners are high frequency users of language learning strategies. The total mean of each category showed that metacognitive strategies (Mean=3.964) are among the most frequently used strategies, followed respectively by compensatory (Mean=3.814), cognitive (Mean=3.812), social (Mean=3.700), memory (Mean=3.100) and affective strategies (Mean=2.890) found as the least used strategies among successful language learners. Interestingly, the study also identified that successful language learners used more direct strategies compared to indirect strategies. The findings have significant implications for research on language learning strategies for successful language learners and teacher planning in order to promote and boost the use of strategies among the poor language learners.