Nurhuda Mohamad NazriMelor Md YunusNur Dalila Binti Mohamad Nazri2024-05-282024-05-2820162203-471410.7575/aiac.alls.v.7n.1p.195http://www.journals.aiac.org.au/index.php/alls/article/view/2064https://oarep.usim.edu.my/handle/123456789/6750Volume: 7 No: 1Often 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.en-USlanguage learning strategies, successful learners, English as a Second LanguageArticle19520271