Since Language Learning Strategies (LLSs) have the potential to be "an extremely powerful learning tool" (O'Malley, Chamot, Stewner-Manzanares, Russo & Kupper, 1985a, p.43), the use of LLSs helps the learners retrieve and store material, and facilitate their learning (Grander & Maclntyre, 1992), they are sensitive to the learning context and to the learner's internal processing preferences, also they are an extremely important part of second/foreign language teaching and learning, and there is relationship between the frequent use of LLSs and achievement in the language (Bremner, 1999; Green & Oxford, 1995; Oxford & Burry-Stock, 1995), there is a need to understand what LLSs are, in what manner it is possible to teach them to learners, how learners choose to use them, and which variables affect the choice and use of them. A review of the relevant literature shows that there are various variables that affect the choice and use of LLSs. Personality traits are one predictor that significantly influences success in learning a second language (Gass & Selinker, 1994). In the current study, the investigator aims to explore the nature of LLSs and their relationship to different variables.