This study examined a model of second language learning in which performance depends not only on students’ motivation and emotion, but also on classroom learning orientation. A questionnaire was completed by 303 fifth-grade students in China on social anxiety, autonomy, collaborative learning orientation and self-reported English scores in their last exam. A structural equation modeling analysis of the proposed model showed that students who experienced social anxiety in language learning (in particular, a fear of public speaking) felt less autonomous, held weaker orientations of collaborative learning, and were less successful in their English learning. The results also showed that students’ autonomy had both a direct and an indirect effect (via collaborative learning orientation) on language learning. Despite gender differences in self-determined motivation and collaborative learning orientation, the conceptual model did not appear to be different across genders. Implications of the findings are discussed.