Abstract
The purpose of this study is to show how increasing students’ awareness of the various strategies for the development of integrated skills in English contributes to the enhancement of their autonomy in learning this foreign language. The paper uses quantitative data collected from 44 Romanian university students enrolled in the EFL course and aims to examine the correlation between the use of specific learning strategies and the practices that foster learner autonomy beyond the classroom. The article forms part of an ongoing Ph.D. research investigating learner autonomy development among higher education students in the context of English language acquisition.