Abstract: In the last decade, second language writing has been growing rapidly in Iran(Rezaei & Jafari, 2014). Despite the effort of practitioners and writing pedagogues, Iranian EFL learners still have major difficulties regarding their writing performance (Rezaei & Jafari, 2014). Therefore, the present study explored the associations among critical thinking, writing strategy use, L2 writing anxiety, and L2 writing ability of Iranian EFL learners with respect to their gender. To this end, 100 homogenized EFL learners were selected (57 female learners and 43 male learners). The quantitative data were collected through the ‘California Critical Thinking Skills Test-form B’, developed and validated by Facione and Facione (1993); ‘Writing Strategy Questionnaire’, developed and validated by Petric and Czarl (2003); ‘The Second Language Writing Anxiety Inventory’ (SLWAI), developed and validated by Cheng (2004); and the second task of the academic version of IELTS exam. The results of multiple correlations indicated that there was a statistically significant positive relationship between the learners’ L2 writing ability and their writing strategy use, their L2 writing ability and critical thinking, and their writing strategy use and critical thinking. Besides, there was a statistically significant negative relationship between the learners’ L2 writing ability and their L2 writing anxiety; and their writing strategy use and L2 writing anxiety. Based on the results of multiple regressions, from among critical thinking, L2 writing anxiety, and writing strategy use, L2 writing anxiety was a better predictor of the learners’ L2 writing ability. The results of one-way MANOVA showed that male learners suffered from lower levels of L2 writing anxiety in comparison to females; and their L2 writing ability was higher than females. On the other hand, gender had no significant effect on the learners’ critical thinking and their writing strategy use. The results of the study might sug
