Writing motivation and writing anxiety are known as two important affective factors that influence learners’ performance in second language writing. This study aimed to explore learners’ perceptions of their writing motivation and writing anxiety, examined the relationship between the two variables, and determined whether significant differences exist across disciplines. A quantitative survey design was employed, involving 116 participants from various disciplines at a public university in Malaysia. The research instrument consisted of three sections namely demographic information, writing motivation (self-efficacy and task value), and writing anxiety (cognitive, somatic, and avoidance behaviour), adapted from previous studies. The findings revealed that learners demonstrated high levels of writing motivation, specifically in task value, while experiencing moderate levels of writing anxiety, with cognitive anxiety being the most prominent. Correlation analysis indicated a weak but significant positive relationship between writing motivation and writing anxiety, while ANOVA results showed no significant differences across disciplines. Overall, the study suggests that strengthening learners’ motivational beliefs may help manage writing-related anxiety. These findings offer valuable pedagogical implications for instructors in designing supportive writing instruction that fosters motivation while reducing anxiety.