This article focused on the investigation of the differences in the frequency of language
learning strategy use by successful and unsuccessful first-year students of a Chinese
university.. The study found that successful sudents used a wider range of learning strategies
for EFL learning significantly more frequently than unsuccessful students. It was also found
that the strategies often employed by the successful students are different from those often
preferred by their unsuccessful peers. The former often used deep, L2-based, association, active
participation, language use, positive-attitude taking and learning-process monitoring strategies
that are likely to make more contributions to successful L2 learning while the latter tended to
use surface, L1-based, word-level, rote memory and gesture strategies.
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