This study aims to explore EFL college students’ English proficiency and gender differences as well as differences in language learning strategies use through technology-aided strategy-based instruction. The instruction is mainly based on the Strategic Instruction Model (SIM) developed by researchers at University of Kansas along with the adoption of strategies categorized by Oxford (1990). With rapidly evolving technologies (e.g. AI、VR、AR), certain research (e.g. Hsu. 2017) has eagerly proposed student-centered technology-based instruction to meet students’ needs and the necessity of training learning strategies for Generation Z (digital natives) (Ferrario, 2025). The participants were from 2 intact general English classes from a public university in Taiwan. This course was focused on technology-assisted strategic instruction to improve students’ English language skills. The results showed that there was no significant gender difference in learning strategies use. However, further analysis found that there was a significant difference in learning strategies used by students with different English proficiency level. It was found that both female and male college students used cognitive, compensation and social strategies, but made less use of affective strategies. This study provides theoretical references for future research and the instructional model contributes to pedagogical applications to various L2 learning contexts.