A review of language learning strategies used by students in mainland ChinaIntroductionLanguage learning strategies have become a favorite topic in the study of second language acquisition over the past five decades. A large body of descriptive work and empirical evidence from research on language learning strategies shows that the use of strategies facilitates students' academic achievement in language learning (Cohen, 1998; Ellis, 2008; Mizumoto & Takeuchi, 2009; ). Studies have also claimed that good language learners not only use different strategies than poor language learners, but they also use language learning strategies more flexibly, more frequently, and more effectively (Gass and Selinker , 2001; Researchers have also studied the factors that affect students' choice of strategies in the language learning process. The proficiency level of language learners appears to have the most influence on students at different educational levels (Kashefian-Naeeini & Maarof, 2010; Liu, 2008; Ngnyen & Godwyll, 2010; Tragant & Victori, 2012; Tsai & Chang, 2009; In addition, the cultural and linguistic learning environment (Abbott, 2006; ALPTEKIN, 2007; Hong-Nam & Leavell, 2007; Kameli, Mostapha and Baki, 2012; Magno, Filho and Lajom, 2011; Pritchard, 1990), gender (KAYAOGLU, 2012), evaluation method (Huang, 2010), personalities (Chen & Hung, 2012), anxiety (Noormohamadi, 2009) and major (Rao & Liu, 2011) are also revealed influential in the choice of strategies. All research indicates the need for a strategic study on EFL learners in China. for them the purpose and importance of the investigation. After that, the researchers will read the questionnaire instructions and illustrate how to answer each item for the participants. Finally, the questionnaires will be collected after the participants have completed the survey. Data Analysis All data collected will be processed by SPSS 17.0 with the alpha value set to 0.05. Data analyzes include calculating descriptive statistics such as means, standard deviation, and frequencies to compile information about participant demographics and to calculate overall strategy usage. To determine any variation in strategy use with respect to major, year of study, and language proficiency, a one-way analysis of variance (ANOVA) is performed using these factors as independent variables. and the six categories of strategies as dependent variables..