Despite　the　growing　recognition　of　the　impact　of　affective　factors　on　sec-ond/foreign　language　(L2)　learning,　there　remains　a　paucity　of　knowledge　re-garding　academic　burnout　in　L2　learning.　Moreover,　the　intricate　interplaybetween　L2　burnout,　maladaptive　emotion　regulation　strategies,　and　nega-tive　L2　emotions　remains　inadequately　explored.　Given　the　increasing　ac-knowledgment　of　network　analysis　as　an　advanced　and　appropriate　methodfor　unraveling　the　complex　relationships　among　psychological　constructs　inapplied　linguistics,　the　current　study　aimed　to　investigate　the　network　structure　of　burnout,　maladaptive　emotion　regulation　strategies,　and　negative　emotions　among　841　Chinese　undergraduates　who　were　learning　English　as　aforeign　language　(EFL).　The　results　of　the　network　analysis　revealed　thatshame,　emotional　exhaustion,　and　avoidance　emerged　as　the　most　centralnodes　within　negative　emotions,　burnout,　and　maladaptive　emotion　regula-tion　strategies,　respectively;　shame,　emotional　exhaustion,　and　avoidancewere　also　the　most　powerful　bridging　nodes　linking　the　aforementioned　threeconstructs.　Notably,　the　robust　bridging　association　between　emotional　ex-haustion　and　anxiety　was　observed.　Overall,　Chinese　EFL　students　may　expe-rience　high　levels　of　burnout　and　negative　emotions　and　apply　counter-pro-ductive　regulation　strategies　in　English　learning,　but　these　reactions　are　inter-twined　rather　than　independent　of　each　other.　Students　who　are　over-whelmed　by　anxiety　and　shame　are　more　prone　to　burnout　symptoms,　whilethose　dominated　by　anger　are　more　likely　to　vent　it　out.　Theoretical　and　pedagogical　implications　are　discussed