Language learning strategies (LLS) are essential tools utilized by individuals to facilitate the process of acquiring proficiency in a foreign or second language. These strategies encompass a wide range of cognitive and metacognitive techniques. Understanding the role and effective implementation of these strategies is pivotal in promoting successful language acquisition and fostering learner autonomy. This study aims to identify students' perceptions of their deployment of resource management, metacognitive self-regulation, and cognitive strategies, and to evaluate whether there is a relationship between resource management and metacognitive self-regulation and cognitive strategies. This study used a quantitative research method by employing a questionnaire 5 Likert-scale survey and is adapted from Wenden and Rubin (1987). A total of 118 students from a public university in Malaysia participated in this study. The questionnaire has 4 sections with 41 items consisting of demographic profile, cognitive components, metacognitive self-regulation and resource management. The data were then transferred to SPSS 26 applying the mean and the Pearson correlation test. According to the research, students seeking help is one the most among the components of resource management, followed by environmental management and effort management. In terms of metacognitive self-regulation, students favour employing a variety of approaches, such as reviewing difficult topics, and actively attempting to assess their comprehension of curriculum content. Students have a significant tendency for relating course information to prior knowledge and adopting memorising techniques with regard to cognitive components. It is worth noting that these three strategies have a statistically significant positive correlation based on student perceptions. The researchers propose an extensive study on the relationship between learning strategies and student’s motivation as alternate strategies to enhance students' intrinsic motivation to learn.
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