Philippine ESL Journal, Vol.

5, July 2010 It is recommended that strategies be integrated as part of the skills to be developed in language classes. Strategies are important means for dynamic, self-directed involvement required for enhancing L2 communicative ability (OMalley & Chamot, 1990). Hence, a wide array of strategies must be explicitly taught to language learners. Research has repeatedly shown that the conscious, tailored use of such strategies is related to language achievement and proficiency (Oxford, 1994). Tasks using authentic materials should provide ample practice for the learners in the strategy training. -should address affective issues such as anxiety, motivation, beliefs and interests that affect the student preferences of language learning strategies. -should offer opportunities for the students to become autonomous learners as they are trained to assess their learning progress and the value of the strategies in their learning. Learning strategies are instrumental for raising awareness of second language or foreign language learners in the four macroskills listening, speaking, writing and reading (LessardClouston, 1997 as cited in Ogeyik, 2009).

ALLS and SLLS be assessed through observations, interviews, verbal reports, strategy questionnaires, surveys, anecdotal reports etc. (Oxford, 2002). - A database of strategy use will be generated as guidepost in designing language programs and classroom activities that would propel learners to employ varied learning strategies in various communicative situations. The more the teachers know about their students style preferences, the more effectively they can orient their L2 instruction, as well as the strategy teaching that can be interwoven into language instruction, matched to those style preferences Ogeyik (2009) also believes that learners who have a range of stylistic and strategic preferences in language learning process can be directed to use all those strategies consciously. - If learners can independently choose the strategies that work best for them, it is possible that their overall proficiency in the language will significantly improve. - The most potent strategy instruction (Oxford, 2003) appears to include demonstrating when a given strategy might be useful, as well as how to use and evaluate it, and how to transfer it to other related tasks and situations. Hence, teachers must be able to regularly

and effectively demonstrate the use of language learning strategies themselves. - Teachers need to assess their styles and strategies, so that they will be aware of their preferences and of possible biases (Oxford, 2003). They serve as the best to emulate. If teachers are successful in doing this, then learners will find the easiest way to engage in meaningful situations that require discharge of the language. - Effective use of strategies results in better language learning. Thus, students should be properly trained to make good use of these strategies to develop successful learning processes. o If students are found incapable of using strategies in their attempt to participate in meaningful communication or if they are found to be minimally using them, effective means to popularize not only affective and social language learning strategies is necessary. o