Language learning strategies have been widely investigated in the last 30 years or so. Most studies have focused mainly on learners’ individual differences such as age (Lee, 2003; Magogwe & Oliver, 2007; Psaltou-Joycey & Sougari, 2010; Victori & Tragant, 2003); gender (Lan & Oxford, 2003; Lee, 2003; Oxford & Ehrman, 1989; Papanis, 2008; Psaltou-Joycey & Kantaridou, 2009a), proficiency level (Hong-Nam & Leavell, 2006; Kazamia, 2003; Lee, 2003; Magogwe & Oliver, 2007; Psaltou-Joycey & Sougari, 2010), motivation (Mochizuki, 1999; Oxford & Nyikos, 1989; Sadighi & Zarafshan, 2006; Vrettou, 2009, 2011; Wharton, 2000), learning styles (Carson & Longhini, 2002; Ehrman & Oxford, 1990; Li & Qin, 2006; Littlemore, 2001; Oxford & Nam, 1998; Psaltou-Joycey & Kantaridou, 2009b; Rossi-Le, 1995; Wakamoto, 2000), cultural background (Oxford, 1996; Politzer & McGroaty, 1985; Psaltou-Joycey, 2008; Purdie & Oliver 1999), and so on, which are expected to influence frequency of strategy use. Strategy use has been related to language achievement. However, as it has been found that both effective and ineffective learners make use of the same strategies (Anderson, 1991), what makes the former group successful and the latter unsuccessful must be related to the fact that ineffective learners use strategies randomly, not knowing how to combine them in specific learning conditions. More recent trends in the literature, therefore, have focused not so much on the frequency of strategy use, but rather on the selection of effective strategies for the completion of specific language tasks, that is, a qualitative use of strategies. What appears to be more important is the orchestration of strategies, that is, the combination of the appropriate strategies according to the demands of a language learning task (Cohen, 1998; Grenfell & Macaro, 2007; Hsiao & Oxford, 2002). Along these lines, language strategy instruction seems to be a way which can help learners to become more strategic and autonomous in their learning since they will know better which strategies to select in order to enhance their language skills. To this end, teachers can guide their learners as to how to identify strategies and how to use them effectively. Learning strategy instruction (Oxford, 1990)“refers to ways by which teachers can help learners become more effective learners”(Oxford, 2011, p. 175). Strategy instruction in the language classroom, termed strategies-based-instruction (SBI)(Cohen & Weaver, 2006), involves direct teaching of strategies and requires teachers who are capable of identifying factors influencing it, considering the curriculum, looking at the textbook (s) and making decisions about how to implement and evaluate strategy instruction. In their study