Despite　the　growing　recognition　of　the　impact　of　affective　factors　on　second/foreign　language　(L2)　learning,　there　remains　a　paucity　of　knowledge　regarding　academic　burnout　in　L2　learning.　Moreover,　the　intricate　interplay　between　L2　burnout,　maladaptive　emotion　regulation　strategies,　and　negative　L2　emotions　remains　inadequately　explored.　Given　the　increasing　acknowledgment　of　network　analysis　as　an　advanced　and　appropriate　method　for　unraveling　the　complex　relationships　among　psychological　constructs　in　applied　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　a　foreign　language　(EFL).　The　results　of　the　network　analysis　revealed　that　shame,　emotional　exhaustion,　and　avoidance　emerged　as　the　most　central　nodes　within　negative　emotions,　burnout,　and　maladaptive　emotion　regulation　strategies,　respectively;　shame,　emotional　exhaustion,　and　avoidance　were　also　the　most　powerful　bridging　nodes　linking　the　aforementioned　three　constructs.　Notably,　the　robust　bridging　association　between　emotional　exhaustion　and　anxiety　was　observed.　Overall,　Chinese　EFL　students　may　experience　high　levels　of　burnout　and　negative　emotions　and　apply　counter-productive　regulation　strategies　in　English　learning,　but　these　reactions　are　intertwined　rather　than　independent　of　each　other.　Students　who　are　overwhelmed　by　anxiety　and　shame　are　more　prone　to　burnout　symptoms,　while　those　dominated　by　anger　are　more　likely　to　vent　it　out.　Theoretical　and　pedagogical　implications　are　discussed.　©　The　Author(s).