Scaffolding is an instructional strategy which significantly contributes to learning processes. Learning strategies, as well, have often been noticed as being important in helping EFL learners acquiring a new language. The study is an attempt to find out the effect of using scaffolding strategies on EFL learners' use of different language learning strategies. To achieve the aim of the current study, a fifteen-week experiment was conducted. A sample of 100 Iraqi EFL university students participated in the study. The participants were divided into two groups: an experimental group, receiving conversation instruction through different scaffolding strategies, and a control group, being taught according to routine lecture method based on a teacher-centered approach, dominating in Iraqi university contexts. In both groups, the students' use of learning strategies was pre- and posttested. A paired samples t-test, an independent t-test and a multivariate ANOVA were used for statistical analysis of the data obtained. It was found that there is a statistically significant difference between the two groups in favor of the experimental group. This indicates that using scaffolding strategies throughout the teaching process is more effective than the routine lecture method within the teacher-centered approach framework.