Abstract The ability to write in a foreign language is an important skill, especially in academic contexts. Teachers, learners, and researchers try to find factors affecting L2 writing achievement. There are many variables which affect learners’ L2 writing ability. The goal of this study is to examine relationship among some of these factors- i.e. L2 anxiety, self-efficacy, tolerance of ambiguity, and goal-orientation- and Iranian EFL learners’ L2 writing achievement. To this end, 100 Iranian EFL learners who were studying English literature or English translation at different universities in Markazi province were selected based on convenience sampling procedure. To find the relationship among the variables, first, a hypothetical model was drawn. Then, the participants completed Foreign Language Classroom Anxiety Scale (FLCAS), Self-Efficacy Questionnaire, Goal Orientation Scale, and Tolerance of Ambiguity Scale. Moreover, in order to measure the learners’ L2 writing skill, the scores obtained by them on one of their English writing courses were used. The data was analyzed and the hypothetical model was tested by Smart PLS software. The results showed that there was significant relationship among three of the independent variables (anxiety, self-efficacy and tolerance of ambiguity) and the dependent variable (L2 writing achievement). However, there was no path relation between goal orientation and L2 writing achievement. The findings of this study and the proposed model may help researchers in the field have a better understanding about relationship between the independent variable of this study and L2 writing skills in Iranian EFL learners.
