Language Learning Strategies Employed by University Students of English in Qatar Haifa Al-Buainain Department of Foreign Languages Qatar University The study investigates the current language learning strategies used by students of English at the University of Qatar. The subjects of the study are 120 Arab students enrolled at the Department of Foreign Languages representing different learning levels (1st Year - 4th Year). The study discusses the type and frequency of strategies use among the students according to their GP and different Levels of Learning. The results and the findings of the study would have implications for learning as well as teaching English for Arabs. Recent research suggests that successful language learner is that who uses wide range of effective language learning strategies. Thus, a less successful English learner can be helped to enhance his/her language learning through 'training of learning strategies'. The research and theory in the study are based on a cognitive information processing perspective of human thought and action, viewing language as a complex cognitive.). The information and results will be of potential use in a number of areas. Specifically, the study can have the following benefits. 1. To investigate the role learning strategies play. 2. To study the effect of Year/Level on learning strategies. 3. To study the effect of Proficiency/Grade on learning strategies. 4. To report different types of learning strategies. 5. To investigate the frequency of learning strategies. 6. To provide implications for language learners. 7. To provide implications for language teachers. 8. To encourage and help the University authorities and policy makers to make the appropriate decisions by associating courses with their actual and realistic usability by making use of learning strategies to enhance learning abilities. 9- To ensure lifelong learning. 10- To support the continuing development of responsive teaching and learning in English. The instrument used for collecting data on strategy use was Oxford's (1990, pp ) Strategy Inventory for Language Learning (50-items for ESL/EFL). The SILL is a self-scoring survey. The SILL appears to be the only language learning strategy instrument that has been checked for reliability and validated in multiple ways (Oxford & Burry-Stock, 1995). Green and Oxford quote reliability of various forms of SILL, using Cronbach's alpha for internal consistency, as (1995, p. 264). The SILL uses a 5 Likert-scale for which the learners are asked to indicate their response ranging from 1 (`Never or almost never true of me') to 5 (`Always or almost always true of me') to a strategy description such as (Item 22): "I try to translate word-for-word." According to Oxford’s (1990) SILL, language strategies are grouped into two types: 1)Direct Strategies are classified into: Memory strategies (9 items); Cognitive strategies (14 items) and Compensation strategies (6 items) 2 ) Indirect Strategies are divided into Metacognitive, Affective and Social DISCUSSION H1: There are differences in the strategies used (i.e. some strategies were used More/Less than the others). H2: There is a significant difference between strategy use and University Average. H3: There is a significant difference between strategy use and Level/Year of Learning. H4: There is a significant difference between strategy use and Self-efficacy (i.e. personal judgments of performance capabilities).