This study investigated the language learning strategy use of 607 EFL students at different learning stages in a agricultural university.Using Oxford’s Strategy Inventory for Language Learning (SILL),the study examined the overall learning strategy use of these students,the relationship between language learning strategy use and second language proficiency,differences in strategy use across gender,learning stage and home.The study found that the students preferred to use social strategies most,whereas they showed the least use of affective and memory strategies.Females tended to use strategies more frequently than males.Students at different learning stages had different preference for different strategies.Students from countryside showed less frequency in the use of those strategies which were more closely related to language proficiency.The pedagogical implications of the findings were discussed.