Of my independent variables. (The lack of motivation towards the students, the lack of teachers with innovative teaching techniques and the inappropriate use of teaching materials) are factors that directly affect the confidence of the students to communicate in a Second language, for this reason the learning interaction is key in learning and spoken discourse since in this interaction, learners are forced to take responsibility for jointly planning the discourse, generating a comfortable environment that fills them with self-confidence.

This theory indicates that four classes of variables should be considered: behavior, expectations, reinforcement and psychological situations. A general formula was proposed for the behavior that states: "the potential for behavior that occurs in any specific psychological situation is the function of the hope that the behavior will lead to a particular reinforcement, in that situation and the value of the reinforcement "(Rotter, 1975, p.57).  Hope within the formula refers to the perceived degree of certainty (or likelihood) that there is a causal relationship generally between behavior and rewards. This construct The generalized expectation has been defined as locus of internal control when an individual believes that reinforcements are a function of a specific behavior, or as locus of external control when the effects are attributed to luck, fate or other powerful. Perceptions of causal relationships do not have to be absolute positions, but tend to vary in degree along a continuum that depends on prior experiences and situational complexities (Rotter, 1966). 

As applied to my subject, this theory holds that I would expect my independent variables following statement to represent the underlying logic for designing and conducting this study. If teachers believe that: (a) their efforts and actions in the production of academic works lead to rewards (locus of control), (b) others may be invoked to go ahead with their promises (interpersonal trust), (c) the rewards for academic activity are worthwhile (reward values), and (d) rewards are available within their discipline or institution (institutional environment), then they will achieve high levels of academic productivity influence or explain the dependent variables With these Specific variables, the formula for behavior that was developed by Rotter (1975) would be adapted to read: The potential for student behavior that occurs within an educational institution is a function of the hope that this activity will lead to rewards specific and the value that the faculty member gives to these rewards. In addition, the interaction of interpersonal trust with locus of control must be considered in relation to the hope of rewards that they achieve through behavior (Rotter, 1967). Finally, certain characteristics, such as preparation of instruction, chronological age, post-doctorate scholarships, permanence, or full-time versus part-time employment may be associated with the academic productivity of the nursing faculty in a manner similar to that observed in other disciplines. why In the application of social learning theory to this study of academic productivity, the four classes of variables identified by Rotter (1954) will be defined as follows.

1. Academic productivity is the desired behavior or activity.

2. The locus of control is the widespread expectation that rewards depend or not on certain behaviors

3. Reinforcements are the rewards of academic work and the value assigned to these rewards.

4. The educational institution is the psychological situation that provides many of the rewards for academics. productivity.

Learning strategies are very important in learning a language, because they provide self–directed active participation into the process that is essential in developing communicative competence. Learning strategies that are used properly develops the competence and self-confidence.

Strategy derives from the Greek word “strategia” that means the war art. Generally, strategy is a method, plan and step to achieve an aim. Learning strategies are the specific actions that are used to obtain, store and recall the information when it’s needed (Oxford, 1990). According to Cohen (1998) language learning strategies are the conscious steps that the students take in learning and using a language. The students prefer specific actions and steps to learn the target language or to facilitate the tasks about the learned language. In order to have such a preference, they need to know themselves and their needs, be aware of the learning process and the goals, and be self-controlled and independent individuals (White, 2008).

There are several classifications of learning strategies.  Beltrán (1996), which noted four types of strategies: 1) Support Strategies (motivation, attitudes and affect); 2) Processing strategies (selection, organization and processing); and 3) Knowledge Personalization Strategies (creative and critical thinking, recovery and transfer). In the twenty-first century education is very important that put the student as main character in the teaching-learning process (Beltrán, 2003).

According to the definitions given above, we can express some basic features of learning strategies as follows:

The main objective of using learning strategies is to contribute to the communicative competence.

They help students to become more self-directed and self-controlled individuals.

They expand the teacher’s roles.

Learning strategies are problem-oriented.

They are special actions.

 Learning strategies covers not only the cognitive but also the other aspects of the students.

·         They contribute to the students both directly and indirectly.

·         Learning strategies are mostly used deliberately, cannot be always observed, be thought and there are

The focus of this research is the learning process viewed as a set of specific skills that students develop through different experiences which put them in contact with a second language.

Oxford (1990) divides the learning strategies into two main groups: direct and indirect strategies. Direct strategies that directly involve the target language consist of memory, cognitive and compensation strategies. Memory strategies such as grouping or using imagery help students store and retrieve information. Cognitive strategies enable learners to understand and produce the new language. Compensation strategies like guessing and using synonyms allow learners to use the language despite their gaps in knowledge. Indirect strategies that consist of metacognitive, affective and social strategies support and manage language learning without directly involving the target language. Metacognitive strategies help the learners coordinate their own learning process. Affective strategies are used to control emotions, motivations and attitudes. Social strategies help learners learn through interaction with others.

CONCLUSION: This research was designed to find out the relationship between learning strategies and academic achievement and determine how much learning strategies can predict the academic achievement. Learning a foreign language includes some difficulties and individual differences can be very important in this process. Learners may encounter some difficulties in learning a foreign language that they don’t experience while learning the native language. Though using learning strategies isn’t a direct individual difference, different learners use different strategies. Findings in this research reveal that there is a positive and meaningful relationship between memory strategies, metacognitive strategies, affective strategies, social strategies, and academic achievement. The relationship between cognitive strategies, compensation strategies and academic achievement is positive but not meaningful. As a whole, there is a positive and meaningful relationship between strategy use and academic achievement