This study explores the effects of freewriting on writing performance and anxiety in L2 writing instruction. A total of thirteen Korean college students majoring in English education participated in the study. Three instruments were used: the pre- and post-writing tests, the pre- and post-Writing Anxiety Scales, and the questionnaire of learners’ perceptions and attitudes towards English writing activities. Learners performed freewriting tasks in writing instruction and then completed the writing tests and questionnaires. The results of the study indicate that freewriting significantly influenced learners’ writing abilities and lessened their writing anxiety. In terms of learners’ perceptions and attitudes towards English writing activities, learners considered freewriting and the individual workshop as the most interesting and helpful parts. In addition, learners reported that freewriting was effective in reducing their negative emotions and increasing their self-confidence in English writing. Based on the findings of the study, pedagogical implications and suggestions are provided for L2 writing instruction.