The purpose of this study is to identify (i) which strategies are used by relatively good language learners, with the hope that such strategies can be taught or otherwise applied to enhance learning, (ii) which strategies are used by generally language learners, with the hope that knowing learner's preferences can assist instructors to anticipate the differing needs and perspectives of learners, help learners understand themselves as learners, and use the information to plan and modify certain aspects of courses and assignment. The results of this study is as followings. In the typical classroom, language teacher should use a variety of learning activities to accommodate distinct learning styles. Students awareness of their learning style preference constitutes a metacognitive strategies. Once aware of their own preferences, students can use this knowledge to their learning. In the typical classroom, language teacher should also teach cognitive strategies through the brain-compatible teaching and enhancement of cognitive functions(schema building, scaffolding, alternative information representation), metacognitive strategies through previewing a concept or principle in anticipation of a learning activity, and social/affective strategies through seeking opportunities to interact with native speaker, working cooperatively with peers to obtain feedback or pool information and so on. In addition to these, language teacher should teach academic survival skills through cultural skills, study skills and so on.