Abstract
The study explored the relationship between language learning strategies, advanced Chinese vocabulary, and writing proficiency. Forty-five advanced-level international undergraduate students at Qinghai Nationalities University participated in the study, which employed a convergent mixed-methods approach. Data were collected using Oxford_s Strategy Inventory for Language Learning (SILL) (_ = .950), the Advanced Chinese Vocabulary Test (_ = .951), and two Advanced Chinese Writing Tests administrated by the university. Quantitative analysis revealed that students employed medium-level language learning strategies (M = 3.28, SD = .540), prioritizing listening and speaking over reading and writing development. No significant relationship was found between language learning strategies and advanced Chinese vocabulary (r = -.008, p > .05) or writing proficiency (r = -.031, p > .05). However, a strong positive correlation emerged between advanced Chinese vocabulary and writing proficiency (r = .66, p < .05), highlighting vocabulary_s critical role in enhancing writing skills. Qualitative analysis indicated that students faced challenges in lexical, referential, structural, and logical cohesion, sentence patterns, and contexts, all of which were positively associated with overall writing proficiency. These challenges, combined with insufficient proficiency in vocabulary and writing, limited their overall Chinese competence, ultimately hindering their effective use of language learning strategies. These findings provide practical implications for teachers, offering insights to improve language learning strategy, vocabulary, and writing instruction. Furthermore, the study contributes valuable empirical evidence to second language acquisition research, laying a foundation for future longitudinal and comparative studies on Chinese as a second language among international undergraduate students._