Main Article Content
Investigations into ways students learn to learn have been carried out for decades, with the results of interest to teachers and students as well as to researchers. The present case study aims to add to what we know about learner strategies by reporting the efforts of one student who had, at the time of her studies, no theoretical knowledge of the topic of learner strategies. In this article we bring together the theoretical base, as reported in the literature review, with student initiated examples that emerged when her co-author took an interest in what she had been doing intuitively. In our opinion, there are messages there for other students (and their teachers) who are willing to go beyond the activities set in class.