本研究主要目的是調查位於南台灣一所科技大學學生的語言策略使用情形。參與此次研究的學生共有250人，他們來自不同的科系和年級並同時參加大專英檢的初級考試。這些學生中有115人(第一組)通這個考試，而135人(第二組)沒有通過。本研究探討這兩組學生的語言學習策略的使用情形和他們的大專全民英檢的成績表現關係之探討，並且採用著名學者 Oxford 女士的問卷(SILL) (Oxford, 1990)調查學生英文學習策略使用的情形。本研究結果顯示如下：(一) 台灣的科技大學學生在學習英文時使用列於SILL問卷中的語言學習策略屬適中程度; (二) 通過大專英檢的初級考試的科技大學學生使用補償策略最頻繁，而使用情意策略最少；沒通過大專英檢的初級考試的科技大學學生使用後設認知策略最頻繁，而使用社交策略最少 ; (三) 學生是否通過大專英檢初級考試與其語言學習策略使用有密切的關聯。

The major purpose of this study is to investigate the use of language learning strategies of technological university students in southern Taiwan. A total of 250 participants were chosen from the students from different majors and academic status who took elementary level of CSEPT (College Students English Proficiency Test). Among them, 115 participants (the first group) passed the test and 135 (the second group) did not. The relationship between participants’ language learning strategies use and their performance on CSEPT was also explored in the study. Oxford’s (1990) Strategy Inventory for Language Learning (SILL) was administered to the participants. Findings which emerged from this study include the following. First, both groups of the participants were medium users of learning strategies included in the SILL. Second, the participants of the first group used compensation strategies most frequently and affective strategies least frequently among the six categories of language learning strategies, whereas the participants of the second group used metacognitive strategies most frequently and social strategies least. Third, there was a statistically significant difference between both group participants in the use of learning strategy categories in the SILL as a whole, and in all six categories of language learning strategies.