<![CDATA[Language learning strategies (LLS) have been central to second language acquisition research and pedagogy for nearly five decades. Building on seminal studies of “good language learners”(Rubin, 1975; Stern, 1975) and subsequent taxonomies (O’Malley & Chamot, 1990; Oxford, 1990), recent scholarship has explored their role in promoting autonomy, self-regulation, and effective language learning in diverse contexts. This paper provides an application-oriented review on LLS, highlighting theoretical foundations, classroom practices, and new directions in technology-enhanced and English-medium Instruction (EMI) settings. Emphasis is placed on how teachers can scaffold strategy instruction, how learners can develop autonomy, and how emerging technologies such as mobile learning and AI-powered platforms are reshaping the strategy landscape. The review concludes with recommendations for integrating LLS research into pedagogy, curriculum design, and professional development.]]>
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