The primary goal of the present study was to examine the relationship between academic buoyancy, academic emotions, and self-regulated learning (SRL) writing strategies in the second or foreign language (L2) writing context. Particularly, we aimed to investigate whether the relationships between writing buoyancy and SRL writing strategies (environmental, behavioral, and personal) were mediated by positive and negative academic emotions in English writing classrooms. A sample of 362 Chinese university students completed self-report questionnaires. Basic statistics and structural equation modelling were used to analyze the data. The findings showed that academic buoyancy, positive and negative academic emotions, and SRL writing strategies were significantly correlated; the total and direct effect of negative academic emotions on environmental SRL writing strategies were not significant; positive and negative academic emotions mediated the relationship between academic buoyancy and SRL writing strategies. Implications for how to help university students to "bounce back" from English writing setbacks and invest efforts to develop positive emotions are discussed; suggestions for implementing a classroom intervention focusing on academic buoyancy to foster better use of SRL writing strategies are also provided.