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Extensive research has identified sExtensive research has identified s Extensive research has identified sExtensive research has identified s Extensive research has identified s Extensive research has identified sExtensive research has identified s Extensive research has identified sExtensive research has identified s Extensive research has identified sExtensive research has identified sExtensive research has identified sExtensive research has identified sExtensive research has identified sExtensive research has identified s Extensive research has identified s Extensive research has identified s Extensive research has identified s Extensive research has identified sExtensive research has identified strategies used trategies used trategies used trategies used trategies used trategies used trategies used trategies used trategies used by by EFL learnersEFL learnersEFL learnersEFL learnersEFL learners EFL learnersEFL learnersEFL learners , but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out , but limited research has been carried out , but limited research has been carried out, but limited research has been carried out, but limited research has been carried out , but limited research has been carried out, but limited research has been carried out , but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out , but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out , but limited research has been carried out, but limited research has been carried out, but limited research has been carried out, but limited research has been carried out with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young with regard to the adult and young perceptions of using strategperceptions of using strateg perceptions of using strateg perceptions of using strategperceptions of using strateg perceptions of using strategperceptions of using strategperceptions of using strategperceptions of using strategperceptions of using strateg perceptions of using strategperceptions of using strategperceptions of using strateg perceptions of using strategperceptions of using strategperceptions of using strategperceptions of using strateg perceptions of using strategperceptions of using strateg ies and effective teaching.and effective teaching.and effective teaching.and effective teaching.and effective teaching. and effective teaching. and effective teaching.and effective teaching. and effective teaching. and effective teaching. and effective teaching.and effective teaching. The model had been used was Knowles’ -1984-. The aims of this study: Firstly, it was the identification difference between the adult and young EFL learners’ perceptions of learning strategies in learning English. Secondly, it was discovering differences between the adult and young EFL learners’ perceptions of effective teaching in language learning. Participants were 384 adult and young EFL learners in English Institute, they filled out the Strategy Inventory for Language Learning -SILL- and the Effective Teaching questionnaire. After gathering data by the researchers SPSS software was used for gaining statistical information. For finding the responses of the research questions t-test had been used. Results of the study showed that there was a significant difference between the adult and young EFL learners’ perceptions of learning strategies in English language. There were significant differences between the adult and young EFL learners’ perceptions of effective teaching in English language.

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