This study was intended to investigate the use of language learning strategy employed by English-major pre-service teachers in Midwest China in relation to their gender and personality types. The modified Strategy Inventory for Language Learning (SILL) and adopted personality type inventory were used to collect the data. ANOVA and Chi-square tests were performed for data analysis. The results revealed that gender and personality types have some effects on pre-service teachers' strategy use at the overall, category and individual levels. The variation patterns of the strategy use were found in terms of the two variables. The implications of these findings for ESL teaching and learning were also discussed.

Abstract-The study investigated the use of language learning strategies employed by English-major pre-service teachers in Midwest China in terms of language proficiency. The modified SILL was used to collect the data. ANOVA, Chi-square test, and Post Hoc Scheffe Test were performed for data analysis. The results revealed that pre-service teachers with both high and moderate language proficiency reported employing strategies significantly more frequently than those with low language proficiency at the overall strategy level and in the MET, COG and SCI categories. At the individual strategy level, 20 out of the 48 strategies varied significantly according to pre-service teachers' levels of language proficiency. 16 strategies showed positive pattern of variation, with the higher percentage of pre-service teachers with higher language proficiency than those with lower proficiency, and 4 of them showed mixed pattern of variation. The implications of these findings for ESL teaching and learning were discussed.Index Terms-language learning strategies, levels of language proficiency, English-major pre-service teachers

Abstract-Language learning strategies (LLSs) play important roles in learners' language learning. The study investigated the use of LLSs employed by English-major pre-service teachers in Midwest China by enjoyment of English learning. The modified SILL was used to collect the data. ANOVA and Post Hoc Scheffe Test were performed for data analysis. The results demonstrated that a significant variation in their pre-service teachers reported frequency of overall strategy use, all the four categories, and 41 out of 48 individual LLSs. Pre-service teachers with higher enjoyment of English learning use more strategies than counterparts with lower enjoyment of English learning. Implications of the findings for English teaching and learning were discussed.Index Terms-language learning strategies, enjoyment of English learning, English-major pre-service teachers