The goal of this study is to better understand the language learning techniques (LLS) that students use to improve their speaking abilities. A survey, drawn from the Oxford (1990) Strategy Inventory for Language Learning (SILL) Version 7.0, was given to a hundred undergraduate students enrolled in the private Jordanian university Irbid National University. Six categories of strategies were represented by the 50 statements that made up the questionnaire: memory, cognitive, compensatory, metacognitive, social, and emotional strategies. On a Likert scale with 1 representing strongly disagree and 5 representing strongly agree, participants scored each statement. The Statistical Package for the Social Sciences (SPSS) was used for data analysis in order to determine the mean scores and percentages for each technique. The results provided insightful information about the particular LLS that students used to improve their speaking abilities. The relative importance and prevalence of each strategy category are quantitatively evaluated using the mean scores and percentages that are produced using SPSS analysis. The findings provide insight into the methods that students value and apply most regularly when honing their speaking abilities. The study advances our understanding of language learning techniques, particularly as they relate to Jordan's Irbid National University. The results of the data-driven analysis provide a clearer picture of how language learners interact with the process in this specific context. These observations can help language teachers create more efficient lesson plans to improve students' speaking ability at Irbid National University and other Jordanian educational establishments.