Research has shown that all students can benefit from instruction in learning strategies regardless of the field of education (Danserea, 1985; Weinstein et al., 1997; Kuiper, 2002). Also, within the field of language, it has been shown that language learning strategies have a significant role in making language learning more efficient and in producing a positive effect on the learners' language use (Wenden and Rubin, 1987; O'Malley and Chamot, 1990; Chamot and O'Malley, 1994; Oxford, 1996; Cohen, 1990). Accordingly, many researchers have tried to present a comprehensible classification or model for strategy training, and "many language textbooks have begun to embed strategies into their curricula" (Cohen, 1998 ). The aim of this article, however, is not to investigate or advocate any specific model of strategy training, but rather to highlight the significance of metacognitive strategies as language learning strategies which help the language learner become more independent, or in other words, help the learner learn how to learn. Thus, in order to achieve the above mentioned objective, this article begins by distinguishing between 'learning styles' and 'learning strategies'; then there is a general overview of learning strategies, and finally, the significant role of metacognitive knowledge and metacognitive strategies in language learning is di cussed.
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