Considering the widespread application of technology and the significance of English Language to communicate in this modern world, raising learners' autonomy seems critical. On the other hand, language learning strategies that provide the tools to facilitate this regulation, i.e. autonomy and also language learning beliefs that lead all the actions and thoughts are important. Considering the importance of these variables, the present study investigated the difference between autonomous and less autonomous learners regarding the variables of language learning strategies and beliefs and also the relationship among these variables. To collect data, a quantitative method using the questionnaires of BALLI, SILL and a combined and piloted autonomy questionnaire adopted from Chan, Sprattand Humphreys(2002)and Zhang and Li(2004)was used. The data were analyzed through multivariate analysis of variance (MANOVA) and structural equation modelling(SEM) using AMOS(version 20.0). The findings revealed a significant difference between the autonomous and less autonomous learners regarding the variables of language learning strategies. However, such a difference was not observed in language learning beliefs that can be related to the insufficient number of participants. In addition, it was also shown that language learning strategies were the mediators of the effect s of beliefs on autonomy since the fit indices of the conceptual model of the structural relationships among variables were satisfactory and also the standardized direct and indirect coefficients were significant(p=0.001<0.05).
