English word spelling attempts originate from spellers' linguistic and metalinguistic processing. Our study examines the concerted impact of English metalinguistic skills- morphological, phonological, and orthographic processing- on English-as-a-foreign language spelling of a group of young English learners. Structural equation modeling confirmed a three-factor confirmatory factor model, validating phonological awareness on spelling with highest factor loading with degrees of morphology and orthography contribution to spelling. The qualitative spelling analyses also validated phonologically-oriented spelling errors as the most pervasive followed by unique contribution of orthography and morphology. Results, converging with existing literature, emphasize the metalinguistic skills impacts on early EFL literacy development.