| The study of language learning strategies (LLS) has witnessed substantial growth over the past few decades. However, they have primarily focused on the learners, often overlooking the importance of language teachers in strategy instruction. Given that a teacher's orientation and expertise in LLS play a critical role in successful learner strategy instruction, this study investigated the perspectives of EFL teachers to understand the factors behind their decisions regarding strategy instruction.; Sixty Korean EFL teachers participated in the study. A strategy questionnaire, a background questionnaire, and follow-up interviews were used to collect data. The data were analyzed using both quantitative and qualitative methodologies in light of the following questions: (1) What are Korean EFL teachers' awareness of LLS and the reasons behind their teaching of strategy instruction in their language classrooms? and (2) How do beliefs in the effectiveness of LLS and perceived ease of teaching LLS relate to Korean EFL teachers' use of strategy instruction.; The results of the study suggest that the teachers who were more aware of learning strategies, showed more positive beliefs in the effectiveness of LLS instruction, and perceived LLS instruction to be relatively easy would incorporate LLS instruction more frequently than those who scored lower in awareness, effectiveness and perceived ease of instruction. Further, teachers with more teaching and living experiences in English speaking countries generally displayed higher LLS awareness levels, perceived LLS to be more effective and considered LLS instruction to be less difficult. No statistically significant differences emerged in overall perceptions and use of LLS strategy instruction between the teachers in different age groups.; These findings suggest that adequate strategy training and development programs are essential in order to provide teachers with sufficient knowledge of LLS and thus to encourage their wider use. It is suggested that a reflective approach, which actively involves language teachers in the implementation process and places them at the center of strategy education, should be applied in strategy training programs for language teachers. |
