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Learning a foreign language by heart to meet the requirements in language classes has become a common practice. Memorization as a learning strategy may be regarded from two opposing perspectives. While some EFL teachers and learners argue that memorization does act as a learning method that facilitates the establishment of information in memory, for some teachers and learners, memorization and learning can not coexist as they believe that relying on memorization for learning a foreign language will hinder critical thinking which would empower learners to make appropriate verbalization of thoughts with productive results. Moving from this controversy, in this study, we initially aim to elicit EFL students' beliefs about memorization in language learning. Furthermore, the study aims to investigate the reasons why memorization is used as well as how it is incorporated into the learning process. The participants will be 100 EFL students enrolled at ELT Department. The data will be collected through questionnaires and interviews and obtained data will be subjected to both quantitative (SPSS Computer Program) and qualitative analyses.