This study aims to analyze the relationships among self-efficacy, strategies, and goal orientations of college-level English Language Learners (ELLs). Participants who were more than 25 years old had a lower level of strategy use than those who were less than 25 years old. Greater strategy use could result in higher level of self-efficacy and goal orientations. When mastery goals increased, use of overall strategy, compensation, cognitive, metacognitive strategy and social strategy increased. Teachers are suggested to use scaffolding, set goals and adopt assessment methods to promote ELLs’ ability and mastery of class content instead of external evaluation to improve learners’ self-efficacy and confidence.