Writing is a daunting task for second language learners as it involves a complex process. From the pre-writing activities until the drafting and revising stage, learners are required to actively engage with the writing process. As writing skill is crucial for university students to master, there is a need to further develop an understanding of how writing strategies can assist students in their writing. Thus, this study explores the perception of learners on their use of learning strategies based from the social cognitive view. Data was procured from a total of 102 undergraduate university students using a 5-likert scale survey questionnaire which consists of four sections that tends to explore the motivation factors for learning among undergraduates. Descriptive statistics using mean score and Pearson Correlation Analysis was employed in the data analysis procedures. The findings revealed that the respondents reported to have a high level of metacognitive strategy used in writing and there is a high significant correlation between personal factor (metacognitive strategy) and behaviour factor (effect regulation and cognitive strategies) as compared to personal and environment (low significant correlation) and behaviour and environment (medium significant correlation). The findings suggest that language instructors embed writing strategies in writing class to help ESL writers become better writers and they should guide ESL writers to self-evaluate their writings so that they are aware of the problems and consequently think of the appropriate strategies to be used.
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