This study set out to explore the existence of conditions that lead to thernpromotion of learner autonomy in the EFL teaching/learning practices at AA UrnFreshman level. To answer this general question the investigation tried to findrnout: (i) whether and how learner training/strategy training is being conducted inrnEFL classroom, and (ii) whether the instructors are prepared to incorporaternlearner training into their regular English language teaching programmes.rnThis second aspect of the investigation is focused on describing therninstructors ' preparedness in terms of their orientation in language learningrnstrategies as well as in the instructional techniques to implement the training.rnThe study was made on twelve AA U instructors currently teaching Englishrnat Freshman level. They were selected based on . purposive sampling technique.rnFour classroom Video-recordings, two classroom observations and a set ofrninstructors' questionnaire were made use of in this study.rnThe results of the study revealed that some types of language learningrnstrategies are taught embedded in the language learning tasks and activities.rnThere are also some indications of dealing with students ' attitudes and viewsrnregarding their roles in language learning. However, the occurrences of suchrnelements of learner training are sporadic during the language teaching/learningrnprocesses and explicit or informed training seems to be lacking.rnThe results also seem to suggest that the instructors in the study lack thernnecessary preparation in the implementation of learner training to be able to helprntheir students 'learn how to learn ' English.rnIn sum, the findings from the study suggest that there are some indicationsrnof the existence of learner training/strategy training in the aforementionedrnclassroom settings, but that the training is not given in a systematic way.rnIIIrnFinally, on the basis of the above findings, some recommendations havernbeen forwarded pointing to the need for pre-service and in-service teacherrntrainings in maiters of learner training for the promotion of learner autonomy. Itrnhas also been suggested that English textbooks include explicit or direct strategyrntraining/learner training sections other than the embedded practices such as thosernfound in College English Course book (Vols. I and II) - a current course book forrnfirst year students.