The Strategy Inventory for Language Learning (SILL) was developed by Oxford (1990)as an instrument for assessing the frequency of strategy use by learners. SILL classifies language learning strategies into six categories: memory, cognitive, compensation, metacognitive, affective, and social. This paper meta analyzes the correlations in 41 published research reports, including 48 study samples, conducted in Mainland China, with a specific focus on the relationships between Chinese university EFL students reported use of SILL and their English achievement, and the moderating effects of primary study characteristics on their correlations. The results indicated that six dimensions of SILL correlated significantly with English achievement, with the positive effect sizes ranging from small to medium. The correlations between memory strategies and English achievement, and affective strategies and English achievement were moderated by types of participants and tests; and in addition, the correlations between six language learning strategies and English achievement were not moderated by types of publications. Implications of the findings are discussed and future directions for research are suggested.