Since the newly issued college English Curriculum Requirement (2004) has clearly put forward "enhancing students’ ability to study independently" as the main objective of college English, self-regulated learning has become an indispensable part in college English education.Based on the theoretical assumption that the capacity of self-regulated learning depends on two main components: ability (i.e. language knowledge & skills) and willingness (i.e. motivation & confidence), the present study, departing from the self-determination theory, was designed to investigate the self-determined motivation and self-regulatory strategy use of non-English majors as well as to explore the interrelations between motivational orientations and strategies use. For this purpose, 662 sophomores were divided into two groups—the proficient learners & less proficient learners, and were measured using the adapted LLOS-IEA and the strategy part of MSLQ. The results reveal that comparatively speaking, the proficient learners have a significantly higher degree of self-determination and reported more use of learning strategies than less proficient learners, and as hypothesized, positive correlations are found between the motivational orientations and strategy use in that students reporting more motivational intensity also reported a greater use of self-regulatory strategies, and the correlation patterns provide some evidence of a self-determination continuum from AM to IM.Generally speaking, the results to some extent explain from the motivational perspective, the potential reason for the different use of strategy between the proficient and less proficient learners and provide pedagogical implications for enhancing students’ self-determination which will ultimately cultivate students’ self-regulatory ability.