In a globalized world, being able to speak English as a lingua franca has become an urgent necessity for Japanese university students. However, the amount of knowledge and skills a language teacher can pass on through classroom instruction is limited. Beyond the level of learning English as a part of General Education, teachers need to instruct students how to learn the language using different resources such as studying together with their classmates and using other materials and tools available to them. In this research, ten language learning strategies (LLS) were implemented in an EAP (English for Academic Purposes) course. After a quarter semester, students were asked to fill out a questionnaire on how effective those LLSs were, whether they would like to continue using them to develop their own English skills, and the reason for continuation and discontinuation of LLS use. The researcher will compare the result of this study and literature and discuss reasons behind the results of students’ positive and negative reactions to individual LLS.
