The purpose of this study was to explore the use of writing strategies, namely, planning, execution, monitoring and revising by Chinese EFL (English as a Foreign Language) learners in their English writing. It also investigated the emotions of Chinese EFL writers in terms of anxiety and enjoyment as well as how the employment of writing strategy was linked to the emotional aspects. A mixed method approach was employed to collect both the quantitative and qualitative data from the participants. A total of 54 Chinese undergraduates were given the Foreign Language Writing Strategy Survey Questionnaire (FLWSSQ) and the Foreign Language Writing Emotion Survey Questionnaire (FLWESQ). Semi-structured interviews were conducted with a selection of participants. Results show that EFL learners report a moderate level of frequency use of writing strategies and a moderate level of anxiety and enjoyment of EFL writing. Moreover, the use of writing strategies is positively correlated with participants' writing enjoyment. Since writing strategies and emotion are crucial factors influencing students' perception and behaviors regarding writing, the current study provides some insights into understanding students' use of writing strategies and emotional experiences in an EFL context. It also suggests some pedagogical implications for teaching L2 (Second Language) writing through strategy-based instruction and activating positive emotion in classrooms.