Abstract: With the tremendous advancement and progress of information technology English language has grasped a superior position in all parts of the world as a vital tool of communication. English is considered to be the window of future progress and prosperity. Consequently, much emphasis is attached on the need to master an effective skill in learning this language by those countries of the globe where English is not taught as the First Language. There have been many different teaching methodologies in the history of Teaching English as a Second Language or Foreign Language. However, they all address the same fundamental question: How can we help students to learn the target language efficiently and effectively?. The following study focuses on this question, and investigates the learning preferences of students for effective language learning and teaching. In this respect it is expected that an EL teacher must attach importance on both learner skills and learner assumptions for teaching English in monolingual countries. In promoting this idea, students should be provided with the chance to clarify and assess their inclination in respect of learning English as a foreign language, particularly in reference to definition of objectives in general and awareness of strategies in learning. Moved with the conviction that learners and learners` inclinations are of vital significance in the development of learner autonomy, we interviewed 230 students having English as a remedial course of study and among them 158 were females while 72 were males. The major reason behind this interview was to extract the learners` respective opinions as to how they prefer learning English. In addition, we also had an extensive interview with nearly 23 teachers working at the same university with the same students in order to know their individual impressions regarding the extent of their awareness of their students` learning choices. The data obtained in the backdrop of this interview reveals significant results indicating a necessity for a closer co-operation between students and teachers about how learning activities should be arranged and implemented in the classroom.