This review aimed to analyse previous studies that analysed the use of vocabulary learning strategies (VLS) in learning English as a second language (ESL). The articles included in this review were chosen to understand and explore language learning strategies (LLS), definitions of LLS and its classifications, VLS, definitions of VLS, and its taxonomies, past studies on using VLS in learning ESL, and how good language learners are associated with the use of VLS. Past studies reviewed explored the use of VLS in both formal and informal context, and the learning of VLS both intentionally and incidentally. The findings showed that ESL learners' vocabulary was found to be greatly enhanced by the use of strategies, thus highlighting the significance of vocabulary for language proficiency. As for good language learners, they utilized VLS to further enhance their vocabulary acquisition. This review concluded by presenting several research gaps identified in the past studies. It was found that the use of VLS in learning ESL and by good ESL learners are less explored by researchers. Moreover, there seems to be a paucity of studies on training models of LLS. With this review, it is anticipated that future research could look into the identified research gaps and conduct research based on the use of VLS in learning ESL, the relationship between VLS and good language learners, and the effectiveness of training models of LLS that can also be used to train VLS to ESL learners.

There are varieties of vocabulary learning strategies that can be implemented by all students. According to various past studies, vocabulary learning strategy is one of the learning methods that benefit pupils' learning style and method inside and outside of the classroom. The findings of past studies indicate that vocabulary learning strategies improve students' understanding in mastering a topic and this is also applied with learning vocabulary. Thus, the aim of this study is to investigate the vocabulary learning strategies employed by 50 Form 6 students in Malaysian private schools. This study was carried out at a suburban Chinese independent secondary school which is based in Klang, Selangor. The researchers utilized a quantitative approach by using surveys as a data collection tool. The findings of this study indicated that most of the students responded neutrally due to their limited knowledge of vocabulary learning strategies. Nonetheless, the most preferred vocabulary learning strategies were guessing and dictionary strategies whereas the least preferred strategy was using word lists which fall under rehearsal strategy. Therefore, it is hoped that the findings of this study would benefit the English teachers to identify the most preferred vocabulary learning strategy implemented by most of the students in their learning and reflects their implication on teaching strategies.