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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 thedoi:10.17507/tpls.0505.05 fatcat:hjjrpud7fnhmvk22f5ktqezi5y