AbstractThe 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 = .....