This paper aimed to investigate the possible relationship between Iranian EFL learners’ writingstrategies and their language proficiency. The current study enjoyed a mixed-method design. In thequantitative phase, a sample of 283 English students from three universities majoring in Englishparticipated in the study. Pearson correlation, one-way ANOVA, and independent sample t-testwere among different measures used in the study. The findings showed that writing strategies weresignificantly correlated with the participants’ English language proficiency. Follow-up interviewswere also conducted to collect additional information on the students’ use of writing strategies. Thequalitative phase of the study yielded several important results contributing to our understanding ofwriting strategies use. A content analysis of interview results revealed that most students paid lessattention to metacognitive strategies while writing. Implications of the study and recommendationsfor future research are also discussed.

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