This study investigates English learning well-being and its underlying mechanisms among 4,096 Chinese EFL learners in undergraduate stage using psychological network analysis. The findings reveal that: 1) English learning well-being of Chinese students encompasses four dimensions, namely emotional well-being, and cognitive well-being, social well-being and cultural well-being, all of which exhibit a generally high level; 2) elements within each dimension of well-being exhibit interactive synergies;3) complex network relationships exist among the four dimensions of well-being, with the strongest interaction observed between cognitive and social well-being and the weakest between emotional and cognitive well-being;4) perceived meaning and value within emotional well-being occupies the central position in the entire network. This study contributes to a deeper understanding of the well-being associated with English learning in EFL context and provides insights for enhancing learner’s well-being and optimizing foreign language teaching practices.