In almost all the research studies on language learning strategies, researchers based their studies on some combinations of Strategy Inventories for Language Learning developed by Prokop (1985), Oxford (1990), and Chamot et al. (1999), and modifications of these strategy inventories. Moreover, these strategy inventories for language learning deal with language learning in general and also simultaneously address several issues such as memory, cognitive, compensatory, meta-cognitive, affective and social strategies. They do not specifically address the strategies that deal with mental operations and strategies that deal with physical operations. Hence, this research develops specific language strategies that deal with mental operations, as much as possible, and on specific language skills such as listening and speaking. This exploratory approach investigates the effects of the students' frequency of use of language learning strategies in listening and speaking. Moreover, Bivariate correlations between each strategy and the students' scores in sophomore English, and correlations among the strategies on reading, speaking and vocabulary are computed in order to investigate their relationships. It is hoped that the findings of this study provide valuable information on knowledge and use of language learning strategies to learners, teachers and instructional materials developers and serve as the basis for further research on correlation studies between language proficiency and language learning strategies.

Language learning strategies play a significant role in producing good language learners with the ultimate goal of producing competent or proficient language users. They focus on teaching how learners control, regulate, manipulate, direct and enhance their learning.

In relation to components of learning strategies, Jones et al. (1985, p. 273) define learning strategy as "the mental operations or thinking steps that are used to encode, analyze and retrieve information." Here, strategies can be identified as mental operations which are similar to cognitive processes. So, cognitive process can substitute cognitive strategies or vice versa. In addition to this, Dansereau (1985, p. 210) defines an effective learning strategy as "…a set of processes or steps that can facilitate the acquisition, storage, and/or utilization of information". Mayers (1988) also defines learning strategies as behaviors of a learner which aims at influencing how the learner processes information. Mayers (1988, p. 11) also expresses his view that it is important to "understand the learning processes, i.e., what goes on in the learner's head during learning."