• Benard Nyasimi Nyang’au

  Author

Writing is considered as an important skill to be achieved by learners in secondary
schools in Kenya. This skill is important for its implications in learners’ academic achievement
and life beyond the classroom learning context. However, recent studies show that majority of
students in secondary schools in Kenya fail to write effectively in English language. This raises
concerns regarding the strategies of learning writing skills. This study establishes language
learning strategies used by students in learning essay writing skills in English language in
secondary schools in Manga Sub County, Kenya. The study employed a descriptive survey
research design. Data was obtained from 15 teachers of English and 120 students in 15 selected
secondary schools in the study area. Data was collected by use of semi structured interviews
with selected teachers and structured questionnaires for students. The study revealed that
metacognitive strategies were used most by students in learning essay writing skills. Social
strategies that enhance interactive learning were rarely used. An implication for the study is
that teachers need to train students to appropriate language learning strategies and encourage
them to use the strategies as frequently as possible to help them write successively in English
language.

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