The purpose of this study was to investigate the probable effects of E-Mind Maps on the prevailing Language Learning Strategy Choices of adolescent versus adult Iranian EFL learners (LLSC). Besides, their preferred strategies were investigated across each dominant LLSC for some volunteer participants through structured interviews. According to a mixed-method design, 76 available Iranian adolescent and adult EFL learners, both male and female, were randomly divided into four equal groups of experimental and control ones. Strategy Inventory for Language Learning (SILL) was conducted for all participants in the pre-and post-intervention phases, followed by a structured interview in just the post-intervention phase in the qualitative phase. The intervention presented the teaching content through E-Mind Maps vs. the conventional way of teaching for 20 sessions. The data were analyzed using descriptive and Chi-Square statistics. The results confirmed that using E-Mind Maps shifted the dominant LLSC of adolescent and adult EFL learners to memory and cognitive strategies. Moreover, preferred strategies across each dominant LLSC were discussed in detail for both groups. The conclusion can provide critical implications for English language teaching, learning, and educational technology in using E-Mind Maps as an effective strategy in EFL classrooms.
