Attempts to clarify relationship between metacognition and English-as-a-Second-Language writing performance by posing the following questions: (1) Does each component of the metacognitive model--personal, task, and strategy--have an equivalent effect upon writing performance of ESL students?; (2) Do these three components impact performance equally at different levels of English language proficiency?; and (3) How do metacognitive models evolve as students advance in their English language development? (Author/JL)