Metacognitive awareness can improve students‟ writing proficiency. Engaging and supporting students in the writing process can increase their metacognitive awareness. One of the major factors that impede the smooth acquisition of writing intelligibility by EFL learners is the transfer of L1 linguistic elements into L2, motivation is another alarming factor that affects Arab EFL learners‟ performance and anxiety is another predicament to students‟ performance in writing. The aim of the study is to verify the relationship between metacognitive strategies and other external factors L1 transfer, motivation, and anxiety. The researcher used descriptive statistic methods and the correlation coefficient between Metacognitive Strategies and others factor. Questionnaire technique is used as a method of data collection; the study group was formed from secondary school students Al-Mazar, Irbid. Data were generated through distributing the questionnaire from twenty-two students selected purposively from Irbid secondary school, Jordan. Only students from experimental group were eligible for answering the questionnaire. The data were analyzed by using SPSS program. The results showed that there is a positive and significant correlation between metacognitive strategies and motivation, L1 transfer and anxiety. Metacognitive strategies played an important role to enhance the writing performance among students, whereas the majority reported that they enjoy the writing actives during the class by using metacognitive strategies.