The present study explored the associations among critical thinking, writing strategy use, and writing anxiety of Iranian EFL learners with respect to their gender and academic degree. To this end, 71 EFL students (34 males and 37 females) participated in the study. From among the sample of the study, 31 students were BA and 40 of them were MA students. The quantitative data were collected through the ‘California Critical Thinking Skills Test-form B’, which was developed and validated by Facione and Facione (1993); ‘Writing Strategy Questionnaire’, developed and validated by Petric and Czarl (2003); and ‘The Second Language Writing Anxiety Inventory’ (SLWAI), developed and validated by Cheng (2004). The results of the Pearson product moment correlation indicated that there was a statistically significant positive relationship between Iranian EFL learners’ critical thinking and their writing strategy use. It was also revealed that there was a statistically significant negative relationship between Iranian EFL learners’ critical thinking and their writing anxiety. Considering the relationship between writing anxiety and writing strategy use, a statistically significant negative relationship was found. Moreover, the results of one-way MANOVA indicated that male and female EFL learners significantly differed with regard to their critical thinking skills. But gender had no significant effect on their writing strategy use and writing anxiety. In addition, a one-way MANOVA was run in order to seek the possible effects of academic degree on EFL learners’ critical thinking, writing strategy use, and writing anxiety. The results revealed that learners holding BA and those holding MA significantly differed regarding their writing strategy use and writing anxiety, but academic degree had no significant effect on their critical thinking skills. The results of the present study might suggest that a comprehensive English writing program is a requirement in Iran’s Educational syste
