This study investigated the employment of metacognitive strategies in English writing among 159 senior English majors and focused on the relationship between metacognitive strategies and English writing.Results of the study indicate that:the employment of metacognitive strategies by the subjects in EFL writing was at the level of somewhat or often,with “self-monitoring” and “centering learning” being the most frequently employed ones while “self-evaluating” and “arranging and planning” the less frequently employed; among the three different groups of writing achievers (low,moderate,and high),significant differences were found with respect to their employment of “self-evaluating”,“centering learning”,and “self-monitoring” while no significant difference was found regarding their employment of “arranging and planning”; the correlation analysis indicates that three metacognitive strategies,namely “self-evaluating”,“centering learning”,and “self-monitoring”,are dominant factors affecting EFL writing.