【正文】 ade and humanity in ZUST, take part in this survey. The survey conducted during a week in April in 2010. There are different methods or procedures to collect the data in the researches of speaking learning strategies, such as observation, interview, questionnaire, verbal report, diary, etc. Each method has its advantages and disadvantages as well. But considering timesaving principal and the conception of building an environmental society, this survey is made online. During this period, we contact 3 students majoring in engineering in ZUST and then other students to take part in the survey. The students are required to answer the questionnaire in 10 minutes. The participants are advised not to be so bad in English to guarantee the quality of the survey. Then the data will undergo descriptive statistics. Descriptive statistics indicate the average level of the use of speaking learning strategies, the difference between two sets of scores, such as the relationship between some learners’ factors and the use of speaking learning strategies, such as gender, major, personality, selfrated proficiency, and the possibility and reliability of the data. Data analysisThis paper analyzes the data collected in the research. Section one indicates the frequency of the use of speaking learning strategies during oral English study online. Section two shows the differences in the frequency of the use of different speaking learning strategies. Section three provides the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, selfrated proficiency level. For the convenience of calculating, A (“never”) to E (“always”) in the questionnaire count 15 scores gradually. And all use mean and Std. Deviation to make a contrast between each other and check the possibility of the results. Frequency of the use of speaking learning strategies Table Frequency of the use of speaking learning strategies online and in real life CategoryOnlineIn real lifeOverall strategies Memory strategiesCognitive strategiesCompensation strategies2. 82Metacognitive strategies2. 53Affective strategiesSocial strategiesThe table above shows the mean scores of the use of speaking learning strategies online and in the real life respectively. It is clearly that the frequency of the overall use of speaking learning online only accounts , greatly lower than that in the real life, which holds . Besides, the respective scores of the use of different speaking learning strategies are relatively lower than that in the real life. Frequency of the use of different speaking learning strategiesTable Frequency of the use of different speaking learning strategies CategoryMeanStd. DeviationMemory strategiesCognitive strategiesCompensation strategies2. 82Metacognitive strategies2. 53Affective strategiesSocial strategiesThe table above shows the mean scores and std. deviation of the use of different speaking learning strategies online. As the survey shows, the most frequent speaking learning strategies used by students are pensation strategies, which accounts for . The latter two are cognitive strategies and metacognitive strategies, which accounts for and respectively. Affective strategies only have , which are paratively low to the overall level. Differences in the use of speaking learning strategies by speakers with different factors Use of the speaking strategies by different gender Table Frequency of the use of speaking learning strategies by different genderCategoryMaleFemaleOverall strategies Memory strategiesCognitive strategiesCompensation strategiesMetacognitive strategiesAffective strategiesSocial strategiesFrom table , we can see that there is no big significant difference in using memory strategies, cognitive strategies, pensation strategies, metacognitive strategies, affective strategies and social strategies between different genders. The overall strategies used by females hold , higher than for males. The use of learning strategies by females is more frequent than the males. Also, the scores of respective speaking learning strategies by the females are always higher than the males. Use of the speaking strategies by different majorsTable Frequency of the use of speaking learning strategies by different majorCategoryScienceArtsOverall strategies Memory strategiesCognitive strategiesCompensation strategies Metacognitive strategiesAffective strategiesSocial strategiesFrom table , the overall use of speaking learning strategies by students from arts occupies , while the use of those from science occupies . The students from arts use speaking learning strategies a little more frequent than those of the science. Also, this contrast between males and females can be seen by the scores of each speaking learning strategies in the . Use of the speaking strategies by different personalitiesTable Frequency of the use of speaking learning strategies by different personalityCategoryExtrovertedIntrovertedOverall strategies Memory strategiesCognitive strategiesCompensation strategiesMetacognitive strategiesAffective strategiesSocial strategiesFrom table , the scores of the extroverted students and the introverted students are near the same. And it is not fixed that the scores of the extroverted ones are higher than the introverted ones by each strategies. The score of memory strategies by the introverted occupies , higher than the extroverted. Also, we can see that the score of the metacognitive strategies by the introverted is higher. There is no big difference in the use of the speaking strategies with different personality, but normally the speaking learning strategies used by the outgoing and confi