The current educational trend strongly encourages students' active participation in learning. However, EFL writing instructions in Korea are so far detached from this approach. That is, most English writing classes in Korea are still teacher-centered and most learners remain passive throughout the classroom period. In order to bring about change in the classroom atmosphere and to foster active student engagements in the EFL writing class, the current study developed a learner-centered instruction model for EFL writing based on the relevant literatures. Specifically, the model incorporated four activities which inevitably triggered the learners' participations in the writing process: modified LDF (Learner-Driven Feedback), portfolio, peer feedback, and group writing. Then, its effect on students' anxiety and perception was solicited via surveys and in-depth interviews. The participants of the study were 29 Korean university students enrolled in Practical English Writing course in the spring semester, 2018. The paired t-test on pre- and post-writing anxiety showed that the model was effective in significantly decreasing students' writing anxiety, particularly, somatic anxiety. Moreover, the students' perception on the learner-centered writing instruction model turned out to be quite positive in the order of LDF (4.69), portfolio (3.93), peer feedback (3.62), and group writing (3.34). The contribution of the study is discussed in relation to cultural issues (e.g. Confucianism) and its pedagogical implications.