Learning vocabulary is one of the most important and corresponding obstacles that learners confront when learning a second language (L2). In numerous territories, vocabulary learning is considered as the key basis for acquisition of English language as an L2 in which inadequate vocabulary knowledge often led to complications while learning an L2. Hence, this review examined 31 empirical studies on VLS within L2 dimension across the globe through four phases: identification, screening, eligibility and inclusion. Symbolically, this review also discusses on Schmitt's VLS that has been adapted into recent studies. The purpose of this review is to analyse and recommend approachable practices of VLS for L2 learners in order to acquire vocabulary effectively. Rather than looking for the best strategies that give the best outcomes, this review contends that the task, the learner as well as learning contexts all contribute to the choices, use, and efficacy of VLS in a L2 setting.

Pupils have different ways of learning the English Language. It is important for teachers to be able to identify pupils' application of learning strategies. This enables teachers to better craft lessons depending on the pupils' needs in order to maximise the language learning process in the classroom. Language Learning Strategies (LLS) is the key factor in putting together the needed aid in the English Language Learning. It aids learners during their English Language Learning. Thus, study was conducted in a suburban primary school in Kapit, Sarawak to explore the language learning strategies of learners in a suburban primary school. It involved a total of 40 pupils as respondents. Pupils are enthusiastic in learning the English Language apart from their mother tongue. Pupils resolved to other ways of trying to understand the English Language. However, only limited language strategies were employed by learners in this study, for example, translating to their mother tongue, initiating conversation using simple English and using body gestures to convey messages. The findings reveal that pupils are rather enthusiastic in English Language Learning despite the lack of resources and unfavourable environment. Pupils are creative in sorting out ways to learn the English Language.

The current CEFR-aligned Year 1 English syllabus is taught in the British context as the main material in use is the Superminds Student's Book and Workbook printed by Cambridge University Press. As such, many of the terminology employed in the book are taught in a setting where students do not experience them and are unable to recognise and associate word meanings along with contextual learning purposes. This study is significant as it provides educators facing the same issue with a possible solution in overcoming the issue, which is crucial in learning a second language, especially as English is seen as an international language. The action research model was used in this study as it allowed the researchers to identify the issue, plan an action, implement the action, and review the effectiveness, followed by making adjustments and carrying out a second round of intervention if necessary. The data was collected from twenty five (25) Year 1 students as respondents. This action research used pre-test and post-test as well as observations as instruments to collect data. Findings from this study found that ISG was effective for a large number of participants in the study. Future research can focus on the implementation of the same method on weak learners at a higher level to explore if the method is truly able to help them improve their vocabulary retention. Furthermore, future research can also target a larger number of participants and implement and experimental research design to increase the reliability and validity of the data obtained.