In this study, we conducted a path analysis to explore the effect of English language learning strategies across four domains (i.e., listening, speaking, reading, and writing) on English as foreign language (EFL) learners' self-efficacy beliefs. A total of 216 undergraduates from a coastal Chinese university responded to two survey instruments that were translated and adapted to fit the research setting. The hypothesized model was revised based on modification indices and theoretical and empirical underpinning. Final model revealed significantly positive paths from (a) English listening, speaking, and reading strategies to learners' self-efficacy beliefs in the corresponding domain; (b) English listening and reading strategies to self-efficacy beliefs in English writing; and (c) English listening strategies to self-efficacy beliefs in speaking and reading. Further, we failed to identify the factor of English writing strategies in the model. Findings are expected to offer research evidence and pedagogical implications in engaging college students' English learning, which may be applicable for EFL classrooms in a global context.