This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.
