摘要：AbstractMost Iranian English classes follow traditional methods of teaching. The teacher sets the goals for any class activity, instructs the whole class, determines the learning content and teaches the required strategies. The students sitting in rows are trained as passive consumers of a pre-designed classroom procedure. This leads to minimum interaction and makes students the recipients of the teacher's knowledge. Clearly, such a learning context prevents students from developing language learning strategies in the process of communicating in English. In an attempt to change the status quo, the present study uses sociocultural theory as an alternative through which learners’ strategy use and development can be mediated. Specifically, the study aims at investigating the role of classroom context as a mediating agent in the development of language learning strategies in a listening-speaking classroom. Employing a qualitative case study, the study collects data using observation, learner-diary and student and teacher interviews. The findings revealed that the construction of a socioculturally-designed classroom context by the teacher provided the participants with the opportunities to develop strategies in relation to interaction and self-confidence. The results of the study contribute to the reconfiguration of EFL classroom culture. The study also encourages teachers to create a simulated real-life context for learners and provide them with different opportunities to participate in class activities to improve their strategy use and development.
