The aim of this study is to investigate the predictability of global L2 writing performance of Iraqi Kurdistan English as a foreign language (EFL) learners through the affective and linguistic variable of L2 writing anxiety, writing self-efficacy and writing motivation. To this end three types of lingua-affective questionnaires were distributed among 129 EFL learners whose age range was between 18 to 24. They were also required to hand in a writing performance in one session which are scored by two different scorers to have inter-rater reliability. Using a correlational design and running a linear regression test, the researchers investigated the correlation of L2 witting anxiety, writing self-efficacy, writing motivation with global L2 witting performance. The results indicate that writing self-efficacy and writing motivation has a positive and significant relationship with global L2 writing performance while L2 writing anxiety was a different variable from them, indicating a significant but negative correlation with L2 writing performance. The linear regression also indicates that the sole predicting variables to predict L2 writing performance are writing motivation and the writing self-efficacy which has a high and significant relationship with L2 writing performance. This significant amount of relationship makes the expectation that they predict L2 writing performance; however, these variables are not among the predictors of the study.
