Identifying Language Learning Strategies in Acquiring English Language Vocabulary among ESL Primary Pupils

Abstract

Many theories agree that humans can be classified according to their learning styles and tactics. The variety of preferred learning styles makes it more challenging for an educator to teach in an English Second Language Learning (ESL) classroom. Learning a second language requires a strong focus on vocabulary acquisition. Previous research has indicated that several vocabulary learning strategies (VLS) are being examined at the secondary and tertiary levels, but not at the primary level, and that age preference is considered. This study aims to identify common vocabulary acquisition practices and age disparities among Year 4, 5, and 6 students in a rural primary school in Sabah, Malaysia. A purposive sampling of 44 respondents was used to perform a quantitative analysis utilizing four-point-Likert-scale questionnaires based on Oxford's classification of six language learning techniques (LLS). Descriptive statistics analyzes data by calculating the mean. The study found that Social Strategies is the most commonly employed VLS among elementary students, with distinct age preferences. Students of different ages generally use varying techniques, and younger students tend to prefer social strategies. Educators should consider age preferences when constructing differentiated learning approaches to improve vocabulary learning in ESL classrooms.