Exploring Vocabulary Learning Strategies (VLS) among Primary ESL Learners

Abstract

Successful language learners do have their preferred language learning strategies. Not only that, in order to improve their vocabulary, learners do have their way of learning vocabulary. Thus, this study aims to identify the vocabulary learning strategies employed by the primary ESL learners. This study utilized a quantitative research design where a survey was used to collect the data. Thirty students were selected using a purposive sampling technique. The data collected were collected using a survey and were analyzed descriptively. Based on the findings, the two most prominent percentages of favored vocabulary learning strategies among the learners in the primary school studied: the cognitive strategy and metacognitive strategy while learners utilized determination strategy the least. These findings stand to provide the educators, especially the primary ESL teachers’ perspectives on effective vocabulary strategies that can maximize impact while also enhancing learners’ awareness of their progress in vocabulary acquisition by exploring those VLS strategies. This study concluded by identifying several research gaps observed in previous studies. Researchers have explored VLS' use in ESL learning and by proficient ESL learners to a lesser extent. This paper anticipates that future research will address these identified gaps and conduct research based on the use of VLS in acquiring vocabulary and the relationship between VLS and good language learners.