Style and strategies in EFL learning contexts and the effects of task types were explored to enhance language learning strategies. Using a quantitative pre-test, post-test design and interviews, this study investigated the effects of procedural and declarative learning strategies on EFL learners’ acquisition of English past tense performing narrative tasks. The participants were 396 male and female Thai students enrolled in a general English course (intermediate level) in Walailak University in Thailand. The main data was the interview which took 12 weeks of total 24 hours. Participants completed a timed and untimed grammaticality judgement test (GJT) as a pre-test, and were then randomly assigned to one of three treatment conditions of dictation, individual reconstruction, or collaborative reconstruction activity. Analysis of performance in the oral test indicated that learners who applied procedural strategy benefited more than those who carried out the oral test with declarative one. This study may contribute to a deeper insight in teaching and evaluation of learning strategies, performing narrative tasks, and highlighting careful selection of tasks. The focus on procedural and declarative strategies for one task could lead to the learners’ use of appropriate learning strategies, enabling the learners to become more independent, creative, and dynamic.