With the global expansion of China's economy, Chinese has established itself as a major language. Since then, higher education students' desire to learn Chinese has increased dramatically. However, strategies for foreign language learning and students' anxiety both play a key role in students' ability to communicate in Chinese. Thus, the purpose of this study is to examine the influence of language learning strategies (LLS), particularly those associated with different levels of anxiety, on students' willingness to communicate (WTC) in Chinese. Using a quantitative research design, a questionnaire assessing students' WTC, LLS and a speaking anxiety scale was distributed to 130 students enrolled in Mandarin as a foreign language course at MARA professional college in the Eastern region of peninsular Malaysia. The study gathered data from 66 low- and 64 high-anxiety students using the speaking anxiety scale. The findings demonstrated a significant correlation between LLS and WTC among both groups of students. Multiple regression analysis was used to determine the best predictors of students' WTC. It was discovered that indirect LLS were the best predictors for students with lowlevel anxiety, whereas direct and indirect LLS were both good predictors for students with high-level anxiety. This research reveals that in order to improve students' ability to communicate, educators must emphasise a variety of different learning strategies, depending on the speaking anxiety level of their students.