Metacognitive knowledge is a comparatively constant information show how human beings learn and process information in general and individual. It is also considered as a significant element in learners' achievement inside and outside the classroom. The purpose of this paper is to understand the knowledge and beliefs L2 learners bring to writing tasks, and how the metacognitive knowledge they possess influences their approach to L2 writing. Fifty undergraduate students were asked to fill the questionnaire and express their opinion on this matter. Findings of response data from questionnaires indicate that EFL writing is positively related to attention on the macro-level structure and negatively related to micro-level concerns.