Open Access

The main focus of this thesis is to describe the similarities and differences between monolinguals’ and bilinguals’ use of language learning strategies in the EFL classroom. Therefore, the following research question is to be answered: Does the use of language learning strategies differ between monolingual and bilingual learners of English as a foreign language? Further goals of the thesis include enhancing one’s understanding of strategies that learners already employ, and examining how learning strategies can be effectively integrated in language lessons. This thesis consists of a theoretical and an empirical part. The first chapter of the theoretical part sets the scene for the rest of the thesis by defining and comparing relevant terms in the field of language learning. Following, the second and third chapter present main theories of first and second language acquisition. In addition, chapter four considers definitions and forms of bilingualism from different perspectives. And, finally, chapter five focuses on language learning strategies, which are the “heart” of this thesis. The empirical section describes the research project in greater detail, for which the quantitative research method was used. For the study, a standardised questionnaire was carried out. After evaluating the research data, the original hypothesis, which states that bilinguals show a higher frequency in the use of language learning strategies when compared to monolinguals, was confirmed. Apart from that, the results show striking similarities in the ranking of strategy use between monolinguals and bilinguals.