One of the most important outcomes of communicative language learning/teaching has been the enhancement of the role of the learner in the language learning process. This shift of orientation has compelled us to focus our attention on the learning process. Since we cannot empirically observe learning taking place, it is necessary to study it indirectly through tasks which elicit learning strategies and by asking the learners themselves. In order to develop successful learning strategies and to encourage students to act autonomously, they must become aware of their own and others' strategies.
With this in mind, the present study was designed to have 75 first-grade junior high school students evaluate their peer learners' speech production in order to identify what they believe to be good learning strategies. The research findings showed that learners can develop, even with only one year of studying English, their own clear ideas about what makes for a good speech. In addition to linguistic input, the English language classroom needs also to provide learners with opportunities to develop autonomous language learning strategies.