This study investigated the relationship between English language proficiency and reported use of language learning strategies by category. A total of 74 study abroad Chinese university students participated in this study. The Strategy Inventory for Language Learning (SILL) was used to collect information about participants' use of language learning strategies in six areas: memory strategies, cognitive strategies, metacognitive strategies, compensation strategies, social strategies, and affective strategies. A questionnaire developed by the researcher was used to determine relative English language proficiency as reported by the participants. The study found that students with higher levels of English language proficiency used all language learning strategy categories more frequently. The observation that more proficient language learners generally report using all strategy categories more frequently has been made previously (Griffiths, 2003; Park, 1997). Compensation strategies were the most frequently used strategy category by all students.; An independent samples t test was completed in order to compare the scores of more proficient and less proficient English language learners. A statistically significant difference between the mean scores of the two groups was seen in three categories: memory strategies, cognitive strategies, and metacognitive strategies. In addition, significant correlations were seen among many of the language learning strategies categories.; Stepwise multiple regression analysis revealed that cognitive strategies had a statistically significant correlation with English language proficiency. However, the amount of variance attributable to any one category was understandably not high. Furthermore, affective factors appeared to have an inhibiting relationship with some of the other language learning strategy categories and English language proficiency. |