Identifying Grammar Learning Strategies among Rural Upper Primary ESL Students: Insights from Low-Enrolment Schools

Abstract

The regulations of language, commonly referred to as grammar, hold a significant role in ensuring the precision of both verbal and non-verbal communication. Specific individuals acquire a new language effortlessly, whereas others encounter challenges. The varying speeds of language acquisition can be attributed to their diverse learning strategies. Past research has revealed how learners in rural primary schools acquired their Language Learning Strategies (LLS) in grammar knowledge. Still, more needs to be conducted on the learners' preferred Language Learning Strategies (LLS) in the rural low-enrolment primary schools in Sabah and Sarawak. Therefore, this study employed the Grammar Learning Strategy Inventory (GLSI). This inventory consists of 70 statements, each rated on a 5-point Likert scale, to identify, analyse, and explore the language learning strategies (LLS) commonly employed by learners in rural low-enrollment primary schools in Sabah and Sarawak for learning English grammar. A survey was conducted among 40 pupils selected through purposive sampling. Data collection included administering questionnaires in class, and analysis was performed using SPSS Version 29 to calculate the percentage and mean for each strategy. The research findings revealed that social strategy is the predominant language learning strategy for English grammar among students attending low-enrolment primary schools in Sarawak and Sabah.