Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary

  • Chen Hie Chan Sekolah Jenis Kebangsaan Cina Chung Hua Roban, Daerah Saratok, 95400 Saratok, Sarawak, Malaysia
  • Azlina Abdul Aziz Faculty of Education, Universiti Kebangsaan Malaysia (UKM)
Keywords: English as a Second Language (ESL), ESL Learners, Language Learning Strategies (LLSs), Chinese Primary Schools, Primary Five learners


Language Learning Strategies (LLS) are widely implemented in the learning of English as a second language (ESL). In order to make the language communicable, vocabulary is the main element to cope by the ESL learners. Hence, LLS is helpful in aiding the learners to develop the ESL vocabulary effectively according to the learners’ needs. Derived from the issue, the study is aiming to identify the best strategies among Chinese school learners as they share the same environment background in learning ESL vocabulary. A survey was distributed through google form to all the Chinese primary schools in a suburban district. The total number of sixty-two respondents in Primary Five were chosen in collecting the LLSs in learning ESL vocabulary with the learners’ academic achievement. The findings portrayed the learners who performed high academic achievement are those who implemented metacognitive strategies widely when learning vocabulary. Thus, the findings could be an alternative for teachers and learners in future teaching and learning of ESL vocabulary in Chinese schools.

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Author Biography

Azlina Abdul Aziz, Faculty of Education, Universiti Kebangsaan Malaysia (UKM)

Azlina Abdul Aziz is a TESL lecturer at the Faculty of Education, UKM. She has a Masters degree in English Linguistics, minor in cross-cultural communication. Her Master’s thesis examined the influence of culture in communication among a group of Malaysian Chinese students. She also has an Ed.D in Teaching of English from Teachers College, Columbia University, U.S.A. Her research interests are in the Teaching and Learning of Literature and Teacher Education in TESL. She is interested in how literary texts and personal narrative may be utilised to help students to examine the social, cultural and political issues in a particular context. She has been involved in organising drama workshops as well as personal narrative readings with her TESL undergraduate students.


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How to Cite
Chan, C. and Aziz, A. (2021) “Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(3), pp. 330 - 339. doi: https://doi.org/10.47405/mjssh.v6i3.707.