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English maxim is the important elements when it refers to foreign language performance. Learning tools assisted by mobile technology (M-Learning) has been proved to be a great one to learners for self-learning anytime and anywhere. The participants of the study were selected from one large university in the middle of Taiwan. The researchers chose participants from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). One hundred and twenty-one students were from DFL, and 137 students were from DNFL. In accordance with learner's short-term memory (STM) ability, the researchers divided learners into four quadrants. Quadrants 1(Q1) consists of learners with higher STM ability in verbal and higher STM ability in visual. Quadrants 2(Q2) comprises learners with lower STM ability in verbal and higher STM ability in visual. Quadrants 3(Q3) includes learners with lower STM ability in verbal and lower STM ability in visual. Quadrants 4(Q4) is composed of learners with higher STM ability in verbal and lower STM ability in visual. Besides, Learning Content Representation (LCR) Types are clarified into three types (Type A, B, C) according to two main learning modes (verbal mode and visual mode). The research question is that for learners with different learning preferences (Q1, Q2, Q3, Q4), how Learning Content Representation Types (LCR type A, B, C) affect the learning outcome of English maxims? Our findings showed providing learning content with pictorial annotation (Type A) could aid learners with lower verbal ability and higher visual ability (Q2) to have better outcomes because these learners find it easier to learn content presented in a visual form rather than in a verbal form. Providing learning content with both written and pictorial annotation (Type C) can assist learners with higher verbal ability and higher visual ability (Q1) in the recognition test. According to the Cognitive Load theory, providing too much information might cause a higher cognitive load and lead to irritation and lack of concentration. It implied that providing basic learning materials (only written annotation, Type B) is notably helpful to learners with lower verbal ability and lower visual ability (Q3). The research results could provide instructors or learners as learning strategies to promote their English ability.