This study focuses on female immigrants attending a literacy class offered by an elementary school in Changhua County, aiming to identify the learning strategies employed by them when learning Chinese characters. Based on differences in age, nationality, duration of stay in Taiwan, and learning motivation, the study categorizes and analyzes the usage of learning strategies among female immigrant learners. Additionally, the research evaluates the participants’ learning effectiveness in terms of satisfaction with the learning process, achievement of learning goals, application of learning outcomes, and their progress towards lifelong learning goals after completing the literacy class.

The research findings are as follows:
I. Learning Strategies
1. Direct strategies are predominantly used by literacy class participants, surpassing the utilization of indirect strategies.
2. The instructional guidance provided by the literacy class teachers significantly influences the learners’ strategy utilization.
3. The duration of stay in Taiwan has an impact on the learners’ strategy utilizations.
4. Age and nationality do not exhibit a clear influence on the learners’ strategy utilization.
5. Participants with only elementary education use fewer strategies compared to those with junior high school education or higher.

II. Learning Effectiveness
1. Participants express high satisfaction with the literacy class learning process.
2.The literacy class significantly enhances the participants’ literacy skills, demonstrating significant learning outcomes.
3. Learners apply their literacy learning outcomes in both work and daily life.
4. The literacy class motivates participants to continue learning Chinese.
III. Lifelong Learning Tracking Results
Over 60% of the participants continue their education at elementary school supplementary classes, progressing towards lifelong learning goal.