Over the past decade, there has been a great emphasis on promoting independent modes of learning including learner autonomy as well as a shift from teacher-oriented approaches to language teaching toward learner-centered ones. In an autonomous class, learning is no more a unidirectional transmission of knowledge; rather a bidirectional well-aware process in which learners are responsible for their own learning. Up to now, few researchers have attempted to explore the role of learner autonomy in learning English as a second language among Malaysian learners . Clearly, no research is available on the relationship between learner autonomy and learning strategies employed by the Malaysian ESL learners. Learner autonomy can directly be correlated to language learning strategies since learning strategies are defined as the techniques or devices a learner may use to acquire knowledge.
The present paper aims to focus on the following objectives:

1. To identify the range, type and frequency of language learning strategies used by Malaysian university students.
2. To investigate the relationship between learner autonomy and the use of language Learning strategies.

To achieve the objectives , two questionnaires (Oxford Strategy Inventory for Language Learning , 1990 and Cotterall Learner Autonomy Questionnaire,2000) were administered the UPM undergraduate ESL learners and the statistical procedures such as chi-square test was applied to analyze the data obtained and correlation coefficient index was employed to compare the results of two questionnaires.