Language learning strategies are specific actions that learners employ in order to make their learning easier, faster, more self-directed and efficient (Oxford, 1990). It is of great interest to both teachers and students to know what these techniques are and how they can be employed, in order to improve their teaching and learning. Even though there is evidence that bilingualism and multilingualism may positively affect an additional language learning in various ways, some studies (Kemp, 2007, Korkmaz, 2013, Mitits & Sarafianou, 2012, Psaltou-Joycey & Kantaridou, 2009, Qasimnejad & Hemmati, 2013, Sung, 2011) have been undertaken to find how exactly multilinguals apply their vast linguistic knowledge when approaching various linguistic tasks in terms of strategies used. This paper investigated the use and frequency of language learning strategies of two multilingual groups of Croatian high school students who had been studying two or three foreign languages, respectively. The research study was carried out using statments based on items from Oxford's SILL questionnaire (1990), and additional items, which were added with the aim to test cross-linguistic strategies in particular. The results showed that the participants with the knowledge of three languages used a wider variety of strategies and used them more often. The same was found in the case of cross-linguistic strategies
