Iterative continuation in language learning can produce the interaction intensity which can effectively enhance the effect of language acquisition.This study combined the Second Language Writing Self-Efficacy Scale to explore the interaction between writing anxiety and achievement in writing.It found that:1) iterative continuation brings about a significant difference in the level of learners' writing anxiety and writing achievement after,and a slight increase in writing anxiety contributes to language acquisition;2) a negative correlation occurs between language proficiency and writing anxiety.Learners with high language proficiency are able to better adapt to the teaching mode of continuous writing.The language output in the process of the continuation task is helpful to regulate students' writing anxiety and ultimately improve their language proficiency and language competence.