Vocabulary and grammar skills are fundamental in language learning. It is essential for educators to discover the learners’ preferences, needs and interests using the Language Learning Strategies (LLS) in learning the English language. However, a big number of teachers and learners are still unaware of the LLS used to elevate effective ESL learning. There is also a dearth of study on LLS used by ESL learners, specifically on grammar and vocabulary. Therefore, this study seeks to identify the LLS employed by learners in a rural primary school in Lahad Datu, Sabah in enhancing their grammar and vocabulary skills. This study is a quantitative study using survey as a method. The data were gathered using a set of questionnaires which was adapted from the Strategy Inventory for Language Learning (SILL). The questionnaire was distributed to 61 respondents aged 11 and 12 years old from a rural primary school in Sabah. Statistical Package for Social Sciences (SPSS) was used to analyze the data descriptively. The results of the study show that most of the respondents preferred metacognitive strategy as compared to the other strategies, while the least preferred strategy is the cognitive strategy. Thus, teachers are suggested to train these ESL learners to be independent learners using comprehensive, independent, and effective approaches in learning the English language. This study also suggests various activities that are effective in helping learners using other LLSs. Further studies are recommended to investigate the potential of different LLSs among different types of learners or involving other subject areas.
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