Language learning strategies are used by learners to complete speaking, reading, vocabulary, listening or writing activities presented in language lessons. Recognizing that there is a task to complete or a problem to solve  language learners will use whatever metacognitive, cognitive or social/affective strategies they posses to attend to the language-learning activity. However, whereas experienced language learners can approach language- learning problems in a systematic way and are usually successful in selecting appropriate strategies to complete a language-learning task  novices may be less efficient at selecting and using strategies to task  Regardless of language learning experiences, both groups of learners, will need instruction in 'how' to use strategies efficiently as a way to improve language learning and performance . One way to direct learners towards the efficient use of learning strategies is to integrate Language-Learning Strategy Instruction into regular language lessons. This article reviews theoretical and empirical rationale for implementing learning strategy instruction in ESL/EFL classrooms and argues that learning strategy instruction is an “instructional paradigm” that should be integrated into every teacher's language teaching pedagogy. The article is organized by addressing the following questions.

1. What are the learning outcomes of strategy instruction?
2. What does research tell us about learning strategy instruction?
3. How should learning-strategies be taught?
4. How can teachers integrate learning instruction into language lessons?

Basic Structure for Introducing Strategies

1. Preview teaching material and activities to identify strategies for instruction
2. Present strategy by naming it and explaining when and why to use it
3. Model the strategy Provide opportunities to practice the strategy with various activities/tasks
4. Develop students' ability to evaluate strategy use Develop skills to transfer strategy use to new tasks