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This study intends to address two general researchquestions：(1)What is theChinese EFL learners' affect for revision?(2)What isthe Chinese EFL learners' metacognitiveknowledge about revising activities?Twenty-sevenjunior English majors from one whole class inthe PLA University of Foreign Languages participatedin the main experiment in a computer lab.They were required to answer a questionnaire．Inorder to gather detailed information aboutaffect and metacognitive knowledge，multifaeetedstatistical analyses were made：Descriptives，1-Sample K-S Test，ANOVA，and CorrelationAnalysis．The resuIts show that both affectivestates and metaeognitive knowledge are intermediateand oriented toward the positive side：thereare significant differences among the students interms of attitude，anxiety，seIf-esteem，intrinsicmotivation,extrinsic motivation and empathy，and interms of metacognitive knowledge aboutoneself，the task and revision strategies；theteacher's role in enhancing the learner's affectandmetacognitive knowledge should be emphasized；andaffective factors，metaeognitive knowledgeand revising activities are significantly relatedwith each other．Results of the present researchhave provided better information on affect andmetaeognitive knowledge，which could helpimprove the English writing syllabus and，hopefully，help teachers improve their teachingmaterials and activities．