Language learning strategies (LLS) are conscious behaviours used by language learners to foster the acquisition, storage, and use of new information. This study investigated the LLS used by Thai EFL university students using a questionnaire based on Oxford's (1990) LLS taxonomy. It also identified the relationship and the difference in LLS use across clusters of academic study. The participants were 1,523 first-year students enrolled in a general English course at a university. The findings showed that university students reported a moderate use of LLS. Affective strategies were used the most frequently, followed by metacognitive, compensation, cognitive, social and memory strategies, respectively. The analysis revealed that LLS were interrelated and that LLS use differed across academic clusters. The present study also revealed the relationship between learning strategy employment and English proficiency. Overall, the results demonstrate that the use of learning strategies among Thai university learners varies, depending on individual differences and contextual factors. The findings also suggest that learners would benefit greatly from training in the use of learning strategies. Additional qualitative research is needed to understand the learners' selection of specific strategies within each category of strategies. Such research would provide further important pedagogical and theoretical implications.