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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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