This study aimed to investigate the effects of English learning strategies on improving
learners' English as a Foreign Language (EFL) listening, reading, and speaking abilities.The research employed experimental instruction and evaluation through pretests andposttests of English listening and reading and Student Attitude Questionnaire. The researchwas conducted on two groups of college English classes- an experimental group with 55freshmen and a control group with 38 freshmen. Both groups, taught by the same instructor,were trained for four months using traditional grammar translation whole class method and cooperative learning strategies for the experimental group and traditional grammar translation practice-based teaching for the control group. The results of the quasi-experimental study indicated that students who were in the cooperative learning strategy group and encouraged to seek help and accept tutoring from their peers, were more willingto learn in the EFL setting. Additionally, motivating students to take responsibility for theirown learning in an environment where seeking help and accepting tutoring from peers wereencouraged, resulted in students being able to use English interactively and improve theirself-reinforcement and self-improvement skills.
