The present study explored the relationship among critical thinking, writing strategy use, L2 writing anxiety, and L2 writing performance of Iranian EFL learners with respect to their gender. To this end, 100 homogenized EFL learners (57 female learners and 43 male learners) took part in the study by completing Facione and Facione’s (1993) California Critical Thinking Skills Test-form B (CCRST), Petric and Czarl’s (2003) Writing Strategy Questionnaire (WSQ), Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI), and the second task of the academic version of IELTS exam. The results of multiple correlations analyses revealed a significant positive relationship between L2 writing performance and writing strategy use; L2 writing performance and critical thinking; and writing strategy use and critical thinking. On the other hand, there was a significant negative relationship between L2 writing performance and L2 writing anxiety; and writing strategy use and L2 writing anxiety. Furthermore, the results of multiple regression analyses indicated, L2 writing anxiety was a stronger predictor of L2 writing performance. Additionally, the results of one-way MANOVA showed a significant difference between Iranian male and female EFL learners regarding both their L2 writing performance and L2 writing anxiety. The results of the study might suggest pre-planned writing sessions for Iranian EFL learners which encourage teaching critical thinking skills, using more writing strategies, and decreasing L2 writing anxiety.
