||Jin, Ming-hao & Guo, Yan. (2021). A correlation study of Chinese English learners' writing anxiety, writing strategies, and writing achievements. The Linguistic Association of Korea Journal, 29(1), 139-160. This study aims to investigate Chinese English learners writing anxiety, and analyzes its correlation with their writing strategies and writing achievements. Two questionnaires, designed by referring to and re-editing Petric and Czarls (2003) Writing Strategies Questionnaire and Chengs (2004) Second Language Writing Anxiety Inventory, were completed by 90 Chinese senior high school students in Yanji, China. SPSS 24.0 was used to analyze the data and produce descriptive statistics, paired sample T-tests, and Pearson correlation coefficient analysis. The result shows that students have a moderate degree of anxiety. High anxiety students experience the highest cognitive anxiety, and low anxiety students experience the highest physical anxiety. English learners writing anxiety shows a significant negative correlation with writing strategies. High anxiety students seldom use English writing strategies, while low anxiety students use them very often in the process of completing a writing task. English learners writing anxiety shows a significant negative correlation with writing achievements as well. The higher English learners' writing anxiety is, the lower their writing achievements will be. Thus, English learners should be encouraged and trained to use English writing strategies well to reduce English writing anxiety and improve the level of writing achievements.