Past studies have discerned gender disparity in language learning strategy (LLS) used among English as a Second Language (ESL) secondary schools and university students. However, very few studies have been done on learners in primary schools, particularly young Malaysian learners. This study, therefore, identifies frequently used learning strategies between genders in ESL classroom. A total of 30 young Malaysian learners at the age of 10 were selected through purposive sampling in a suburban area in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) was employed as the data collection tool. Data were then analysed descriptively using SPSS Version 25. The findings showed that common LLS employed by young Malaysian ESL learners are compensation strategies where a teacher or peer interference fills the gap in communication and lack of vocabulary, leading to the use of compensation strategy. Besides that, it was found that female learners are likely to use more language strategies compared to male learners. Another interesting observation is that the commonly used strategies employed among female students are cognitive strategies while male learners preferred cognitive strategies. The teaching implications and recommendations for potential study are further considered.

Language rules, otherwise known as grammar, play an important role in determining the accuracy of a message delivered verbally and non-verbally. Some learners gain new language easily while others may face difficulties. The different pace in their language acquisition may be attributed to the different learning strategies that they adopted. Past research has revealed how learners acquired their grammar knowledge, but little has been related to specific Language Learning Strategies (LLS). Thus, in this study, the Strategy Inventory for Language Learning (SILL) Version 7.0 by Oxford (1990) was utilized to identify, analyze, and explore the LLS commonly used by the learners in the Year 6 class of a primary school in Sarawak in learning English grammar. A survey consisting of 30 questions with a Likert scale of 1 to 5 was administered to 30 pupils who were selected through purposive sampling. The pupils were all living in suburban areas and that put them in a homogenous group. The data was obtained through in-class questionnaires and SPSS Version 25 was used to analyze the mean of each strategy. The results of the study uncovered that cognitive strategy is the most used LLS while memory strategy is the least used LLS by the Year 6 pupils of a primary school in Sarawak in learning English grammar.

Background and Purpose: Different language learners have varying capacities to acquire L2, where some learners develop their learning strategies faster than others. Hence, it is critical for instructors to examine the degree of understanding and ability obtained by the learners through the investigation of their language learning strategies particularly on the type of schools the learners attend. This study, therefore, reveals frequently employed learning strategies in ESL classrooms based on the type of school the learners attend, notably the distinction between Cluster School of Excellence (CSE) and non-cluster primary school in Malaysia.   Methodology: This quantitative research gathered information through the administration of a survey questionnaire. In total, 112 young ESL Malaysian learners (CSE:56; Non-CSE:56) aged 11 were chosen through stratified random sampling in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) that consist of 50 questions was used to collect information and SSPS Version 25 was used to interpret an independent t-test to determine the significant in strategies employed by the respondents.   Findings: The data revealed that the most prevalent Language Learning Strategy (LLS) used by young Malaysian ESL learners are metacognitive strategies that allow learners to manage their learning. Learners in non-CSE school adopt learning strategies more than learners in CSE school and there is no significant difference in the type of learning strategies employed by both learners.   Contributions: School’s environment reflects a significant impact on the academic success of students and the result of the investigation helped throughout the educational process to tailor teaching strategies to help learners achieve common educational goals. Teachers from both schools should use this chance to conceive, construct, or assign tasks that will push students to reach their full potential in language learning.   Keywords: Language learning, language learning strategies, type of school, Malaysian young learner.   Cite as: Sani, S., & Ismail, H. (2022). Through the lens of young Sarawakian English as second language learners: Identifying their language learning strategies.  Journal of Nusantara Studies, 7(2), 399-423. http://dx.doi.org/10.24200/jonus.vol7iss2pp399-423