Abstract This paper aims to investigate language learning strategies employed by first year English majors in learning speaking skills and teachers’ perceptions of students’ language learning strategies at Ton Duc Thang University. The subjects of this study consisted of 100 English majored freshmen and 10 teachers of English. The data collection tools were questionnaire and interviews. The findings showed that (1) the students used all six strategy categories in which the highest rank of frequency was attributed to social strategies and the lowest to memory strategies; the 20 most preferred strategies among the six categories (2) all teachers thought that learning strategies were important in the process of teaching and learning since they helped develop learners’ autonomy; therefore, learning strategies should be integrated into class.