Ögeyik M.C.2024-06-122024-06-12201597816348284379781634828000https://hdl.handle.net/20.500.14551/17812Language classrooms are the settings in which learning/teaching a language can be implemented through various activities and teaching methods/techniques. This is the general picture of language classrooms. Beyond this presented depiction, there are other affective and stimulating factors that should be considered as the keys of success and failure in education process. Language learning strategies, which are among the main factors, help learners and educators determine how well learners are at second or foreign language learning. Accordingly, in learning situations, learner differences are distinguished through the particular ways learners use. In theory, such differences may mostly be stemmed from thinking skills of learners and learning strategies used by learners. Research suggests that a certain degree of awareness on these issues helps learners distinguish between the weak and strong aspects of the strategies they use and take action on the basis of that awareness. In this sense, this chapter will first briefly delineate thinking skills and express what strategies are offered for language learning. The chapter will end up with the discussions on how the strategy use affects thinking skills of learners in the learning process. © 2015 by Nova Science Publishers, Inc. All rights reserved.eninfo:eu-repo/semantics/closedAccessCommunicative Strategy; Learning Strategy; Strategy-Based Instruction; Thinking SkillsBook Chapter3473572-s2.0-84957999125N/A