Investigating the Use of Vocabulary Learning Strategies among ESL Learners in Primary School

Vithieya Vermmah Samachalam, Athirah Fazleen Mohd Haswadi, Harwati Hashim and Nur Syafiqah Yaccob
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Vithieya Vermmah Samachalam: Faculty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Athirah Fazleen Mohd Haswadi: Faculty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Harwati Hashim: Faculty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Nur Syafiqah Yaccob: Faculty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 328-337

Abstract: Vocabulary acquisition is a vital component of English language learning, particularly for ESL learners at the primary level who require strategic support to build linguistic knowledge. This study investigates the types of language learning strategies (LLS) in vocabulary acquisition employed by primary school ESL pupils in Malaysia, using a survey instrument adapted from Young Learners Language Strategy Use Survey. The questionnaire, comprising both English and Malay versions, was administered to 45 Year 3-5 pupils and categorized strategies into memory, cognitive, compensation, metacognitive, social and affective types. Data collection involved self – reported learner behaviors and preferences when encountering new vocabulary. The findings suggest that metacognitive strategy was the most frequently utilised by pupils (M = 2.55), indicating strong learner autonomy through planning, monitoring, and evaluating vocabulary learning. Social strategies followed closely (M = 2.46), highlighting the importance of peer and teacher interaction. Moderate use was observed in cognitive and affective strategies (M = 2.38), while compensation (M = 2.27) and memory strategies (M = 2.31) were less prevalent. Pupils demonstrated a preference for digital tools over traditional resources, aligning with research advocating for gamified and collaborative digital environments to enhance engagement, motivation, and vocabulary retention. The study provides insights for teachers and curriculum developers to design more targeted interventions that align with learners’ cognitive and emotional profiles.

Date: 2025
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