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This study was designed to identify language learning strategies (LLS) older Somali and Oromo students use in the beginning level English class and find the influence of LLS instruction on their use of LLS. Fourteen Somali and two Oromo English learners (age 56 to 81) participated in the study. Observations of the classes and interviews with individual students revealed that the participants were using a variety of language learning strategies effectively in spite of low literacy in the native language and limited previous formal education. After the initial data collection, each class was given seven sessions of LLS instruction. The observations and interviews after the LLS instruction showed that the LLS instruction had positive influences on the participants' attitudes toward the new LLSs they learned in class. In addition, most of the participants reported that they were using the LLSs taught in LLS instruction sometimes or always.