However, manipulating task characteristics and conditions alone does not guarantee the meeting of a pedagogic outcome; attention also needs to be directed to the learners as the participants of the tasks. Learners' attention and their own learning needs contribute to their efforts to gain task outcomes (Murphy, 2003). The more effort students make to reach the outcome, the better the result of the learning will be. Their strategies to accomplish the tasks largely determine their success in attaining the pedagogic goal.Learning strategies are personal efforts employed by learners to complete tasks , and students of different learning styles and different cultural background may employ different strategies to learn to communicate in a foreign language (Lam, 2007). Furthermore, appropriate employment of learning strategies plays an imperative role in promoting students' self-confidence regarding the development of their communicative competence (Oxford, 1990). Successful learners are believed to effectively employ appropriate learning strategies.Regarding the teachability feature of learning strategies, a number of researchers (Griffiths & Parr, 2001; Oxford, 1990, 1996) argue that learning strategies are relatively easy to teach and modify. Students can be trained to be aware of and more conscious of learning strategy use and more proficient at employing appropriate strategies. Task requirements and teachers' expectations that are expressed through classroom instructional methods also shape students' learning strategy choice.