The term language learning strategy has been defined by many researchers. Wenden and Rubin (1987:19) define learning strategies as “... any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information.” Richards and Platt (1992:209) state that learning strategies are “intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information.” According to Stern (1992:261), “the concept of learning strategy is dependent on the assumption that learners consciously engage in activities to achieve certain goals and learning strategies can be regarded as broadly conceived intentional directions and learning techniques.” All language learners use language learning strategies either consciously or unconsciously when processing new information and performing tasks in the language classroom. Since language classroom is like a problem-solving environment in which language learners are likely to face new input and difficult tasks given by their instructors, learners’ attempts to find the quickest or easiest way to do what is required, that is, using language learning strategies is inescapable.

Language learning strategies use during the act of processing the new information and performing tasks have been identified, described and classified by many scholars. However, most of these attempts to classify language learning strategies reflect more or less the
same categorizations without any radical changes.

M. Hismanoglu. Language Learning Strategies in Foreign Language Learning and Teaching. In: The Internet TESL Journal. Internet: <http//:iteslj.org> (adapted).

Based on the text, judge the following item.

In “The term language learning strategy has been defined by many researchers.”, the focus is on the action and not on the ones who did the action.