The Effect of Analytic Text-Based Writing Strategies on ESL Argumentative Writing among Malaysian Form-Six Students in Sabah, Malaysia

Producing effective and high-quality academic writing, such as argumentative requires more than regular writing ability; it demands analytical that can increase argumentation skills promote higher cognitive skills. This study was conducted to address a problem exists within the Malaysian education setting where English-as-a-second language (ESL) learners face difficulties in presenting expanding their ideas viewpoints convincingly, lack of knowledge subject matter inadequate competence. Therefore, this paper aims investigate effect analytic text-based strategies on students' performance, proposing conceptual framework integrates approach instruction model by Hyland (2003) emphasises genre teaching writing. Utilising mixed-method sequential explanatory research design, current employed quasi-experiment with convenient sampling collect quantitative data from two groups Form-Six students at public school Sabah, Malaysia. The experimental group received 12-week intervention programme, while control continued classroom practices. A pre-test post-test were for both before after intervention, followed semi-structured interview carried out focus elicit students’ responses about learning experiences. paired-sample t-test indicated student’s performance significantly improved (30.27) (40.27) large size (.77). On other hand, four themes derived following: an efficient way distinguishing important information, organising ideas, useful guide essay enriching knowledge. recommends comprehensive explorations expose its' dynamic advancement. Keywords: Analytic writing; ESL learners; students; Sabah