摘要：This study intends to address two general research questions：(1)What is the Chinese EFL learners' affect for revision?(2)What is the Chinese EFL learners' metacognitive knowledge about revising activities?Twenty-seven junior English majors from one whole class in the PLA University of Foreign Languages participated in the main experiment in a computer lab.They were required to answer a questionnaire．In order to gather detailed information about affect and metacognitive knowledge，multifaeeted statistical analyses were made：Descriptives，1-Sample K-S Test，ANOVA，and Correlation Analysis．The resuIts show that both affective states and metaeognitive knowledge are intermediate and oriented toward the positive side：there are significant differences among the students in terms of attitude，anxiety，seIf-esteem，intrinsic motivation,extrinsic motivation and empathy，and in terms of metacognitive knowledge about oneself，the task and revision strategies；the teacher's role in enhancing the learner's affect and metacognitive knowledge should be emphasized；and affective factors，metaeognitive knowledge and revising activities are significantly related with each other．Results of the present research have provided better information on affect and metaeognitive knowledge，which could help improve the English writing syllabus and，hopefully，help teachers improve their teaching materials and activities．
