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The purpose of this study is to investigate the factors that affect the use of English conversation learning strategies: sex, major, level, grade and credit score. Oxford's SILL(1990) was modified and administered to measure the stu-dents' strategy use. The questionnaire listed 45 learning strategies. The sub-jects were 181 Seowon University Students from various departments who were enrolled in English conversation classes. Major findings are as follows: boys used the compensation strategy more frequently than girls regarding sex(p<.05), but no significant difference as a whole. A significant difference was found in the use of cognitive learning strategy with respect to major(p<05), but no significant difference as a whole. A significant difference was revealed in the use of cognitive learning strategy regarding level (beginning, intermediate, ad-vanced courses) but no significant difference as a whole. No significant difference was found relating to grade, but the use of learning strategies increased as a whole according to the year of the grade. No significant difference was revealed in relation to credit score of English conversation, but there was an increasing tendency in the use of learning strategies as a whole.