This study investigates the relationship between self-concept and writing anxiety in Chinese intermediate and advanced Korean language learners and determines how self-concept and writing anxiety impact writing grades. A survey measuring self-concept and writing anxiety was conducted with Chinese Korean Language Learners; data from 145 par- ticipants were analyzed using SPSS. The results showed that self-concept did significantly impact writing anxiety. However, among the self-concept subfactors, the “ideal self” did have an effect on writing anxiety. Writing anxiety was also found to have a negative effect on writing grades, but the “ideal self” did not. A mediating effect of writing anxiety was ob- served between the “ideal self” and writing grades. Based on these find- ings, a content-language integrated writing workshop teaching-learning model is proposed to help reduce learners’ writing anxiety and foster their “ideal self.”