Mohammad Reza Oroji - Department of English, Zanjan Branch, Islamic Azad University, Zanjan, Iran
Golaleh Majd - Department of English, Zanjan Branch, Islamic Azad University, Zanjan, Iran

Writing performance of learners of English can be influenced by various factors such as writing apprehension (WA) and grammatical knowledge (GK). Although writingapprehension is an important psychological factor which can affect the writing skill of learners of English, there is a scarcity of comprehensive studies in this regard. The aim of thisex post facto study was to assess the relationship of writing apprehension and grammatical knowledge with the writing performance of Iranian intermediate learners of English.06 EFL students at Azad University of Zanjan were randomly selected and 06 students weredetermined as intermediate based on the Cambridge Placement Test results. Then a standard Likert Scale questionnaire of writing apprehension was distributed among the participants to determine their level of writing apprehension. Afterwards, a highly standard test of PBT wasconducted to evaluate the grammatical knowledge of the participants. Later on participants were asked to write an essay on a topic and two university lecturers were asked to score theessays based on the rubric used in IELTS exams. Eventually collected data was analyzed through SPSS software. According to the results there was a significant relationship between writing performance, writing apprehension and grammatical accuracy. However, there wasnot any significant relationship between students writing performance and the interaction of writing apprehension and their grammatical knowledge. Therefore, it is recommended that teachers should apply different strategies to decrease learners writing apprehension and improve their grammatical knowledge in order to enhance their writing performance.

EFL students, Grammatical knowledge, Writing apprehension, Writing performance