Emotional　research　in　foreign　language　learning　has　bloomed　recently,　and　yet　there　has　been　a　call　for　attention　to　a　broader　spectrum　of　emotions　experienced　by　learners　of　English　as　a　foreign　language　(EFL).　Whilst　emotions　and　self-regulated　learning　(SRL)　are　both　believed　to　play　important　roles　in　EFL　learning,　little　is　known　about　their　interplay.　To　fill　the　void,　the　study　intends　to　map　out　an　overall　status　quo　of　Chinese　university　EFL　students＇　academic　emotions　and　SRL　strategy　use　and　sophisticated　interrelationships　between　them　using　structural　equation　modelling　(SEM).　Findings　showed　that　the　Chinese　participants　demonstrated　a　medium　level　of　positive　emotions,　a　low　level　of　anger,　a　medium　level　of　shame　and　anxiety,　and　a　low　to　medium　frequency　use　of　SRL　strategies　in　English　learning.　ANOVA　results　detected　gender　differences　in　SRL　strategy　use,　with　females　outperforming　males　in　using　self-evaluation　and　persistence　strategy　types,　together　with　grade　level　influences　in　anxiety　level　with　seniors　feeling　less　anxious　than　juniors　and　sophomores.　Furthermore,　SEM　results　suggested　that　enjoyment　had　positive　relationships　with　SRL　strategy　use;　anger　and　shame　had　negative　relationships　while　anxiety　had　ambivalent　relationships　with　SRL　strategy　use.　Important　implications　are　discussed.