本研究旨在探討好的語言學習者是否使用較多的學習策略。研究對象為南部一所私立專科學校的97位一年級學生，包括進階班65位以及普通班32位。除採用學生的英文入學成績作為他們的英文能力外，研究工具為語言學習策略問卷調查(Strategy Inventory for Language Learning, SILL) (Oxford, 1990)。結果顯示，學生最常使用的英語學習策略是「記憶策略」(Memory strategy) 和「補償策略」(Compensation strategy)，較少使用的是策略之一是「認知策略」(Cognitive strategy)。然而「認知策略」(Cognitive strategy)在本研究中卻是影響學生英文成績的最主要因素。此研究結果可解釋為何不少台灣學生的英語能力始終不理想，建議訓練學生大量使用英語學習策略，尤其如何使用「認知策略」，是刻不容緩。

The study aims to investigate whether better language learners use more strategies, and what strategies Taiwanese students use in English learning and the effects of their performance. Subjects are 97 junior college students in south Taiwan, and the research instruments include junior college entrance exam scores and questionnaires dealing with their English learning strategy use. Findings show that advanced students use more strategies than their counterparts when learning English, especially memory strategy and compensation strategy. But factors related to English performance are cognitive strategy and social strategy, which are used the least. That may explain why many Taiwanese students’ English performance is still unsatisfactory, and to train students to use more strategies, in particular, cognitive strategy is recommended.