Identifying LLS Utilised among Upper Primary ESL Pupils to Enhance Vocabulary Acquisition

It is crucial for upper primary pupils in Malaysian schools to acquire a good grasp of the English language, as the transition from primary to secondary school education requires a solid foundation in English language skills. English serves as the medium of instruction for many subjects in higher education. Good language learners tend to employ a variety of language learning strategies (LLS) according to their preference. The range of language learning strategies adopted by Malaysian primary school pupils could be further explored through reviewing the range of methods employed by these learners. Hence, this research seeks to identify language learning strategies utilised for improving vocabulary, among high proficiency English language learners in a primary school located in Selangor, Malaysia. A quantitative research design was utilised using the survey method to collect research data. Thirty upper primary school pupils of high proficiency level were selected using a purposive sampling technique to participate in this study. The findings indicate that high proficiency upper primary pupils mostly prefer utilising cognitive and metacognitive strategies in language learning, while memory-based strategies were least favoured. These findings will provide primary ESL educators with valuable insights on the implementation of effective vocabulary acquisition strategies to optimise their pupils' learning outcomes.