The impact of learning strategy training on EFL learners’ language achievement

“Strategia”, an ancient Greek word, referring to the art of war, has been characterised as planning, competition, conscious manipulation, and stride towards an aim (Oxford, 1990). Language Learning Strategies have been defined as appreciated strides taking by learners to improve their learning (Oxford, 1999). Clearly, Language Learning Strategies can be applied on language proficiency of individual learners (Cohen Aphek, 1980, 1981). This study strived to a) identify the impact of deploying and employing of Language Learning Strategies upon upper-intermediate Iranian EFL learners’ achievement and proficiency b) resolve the extent and range of using language learning strategies hierarchically, c) demonstrate learners’ tendency towards direct or indirect strategies. Two groups of the same proficiency including 40 learners were examined experimentally. Objective First, Cambridge publication (2015) which contains and leads four skills appropriately assisted to the process of identification and instructing Language Learning Strategies (LLS) as well as Oxford’s Strategy Inventory for Language Learning (SILL). Learners’ pre-test and post-test results before and after the process of instructing LLS shows the intended trustworthiness of the hypothesis of the study. Learners’ achievements sways under the influence of deploying of Language Learning Strategies consequently.