Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford, 2014; Oxford, 2017; Oxford & Amerstorfer, 2018; Pawlak, 2011; Pawlak & Oxford, 2018). While acute problems related to the definition of LLS, their characteristics, their separation from regular learning activities or their actual utility have surely not disappeared, some promising solutions have been proposed (Griffiths, 2018; Oxford, 2017) and calls to abandon the concept have been countered (Dörnyei, 2005). This said, a question arises as to what can be done to move the field forward. Following a brief overview of existing research, the article tackles this issue with respect to the following areas: (1) foci of future research, (2) methodological choices, and (3) consideration of how research findings can inform pedagogy.