This study investigated the relationship between language learning strategy (LLS) preferences and English proficiency among Chinese university students. Oxford's (1990) Strategy Inventory for Language Learning (SILL) and an institutional version (ITP) of the Test of English as a Foreign Language (TOEFL) were administered to 168 third‐year English majors. Multiple regression analysis revealed that SILL strategies accounted for only 4% of the variation in ITP‐TOEFL score. Results of a multivariate analysis of variance (MANOVA) indicated no significant differences between males and females on eight measures of learning strategy preferences and proficiency. Findings suggest a need for further research examining other factors that may account for variation in proficiency among Chinese learners. The authors recommend a closer examination of the relationship between learning strategies and proficiency, and the possible interplay of learner autonomy, across diverse cultural settings.

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