Proficient foreign language skills and self-regulation are important in academic as well as professional career. Even though they are rather difficult to teach, it is possible to support learners to acquire more efficient language learning strategies and self-regulation skills. The current study aimed to explore whether using prompts to support learners' cognitive and metacognitive learning strategies gave better results in their language learning and self-regulation. The study was conducted in the domain of Professional English at tertiary level. The results of independent samples t-tests revealed that the strategy use and self-regulation of the students whose learning process was enhanced with prompts improved significantly.