With a steady increase in the number of students enrolling in English as a Second Language (ESL) classes, a need arises within education to better prepare these students for success in their academic endeavors. Educators are being called on to examine factors that impede these students' success and to remove or lessen impediments within the learning environment itself.

This investigation proposed three research questions. What stresses, if any, do ESL students experience in learning academic English writing? Which approaches to teaching academic writing facilitate and which impede success? What role, if any, has interaction with native English speakers in the improvement of academic writing?

This study explored these questions in the context of the various cultural experiences and levels of achievement in English literacy that ESL students bring to college writing classes. Among 21 participants in this study, 17 came from different countries and together spoke 12 languages. Interviews revealed several levels of achievement and a complexity of individual needs. It became clear that effective solutions to their study problems would be individual solutions.

Findings revealed that all participants experienced some form of anxiety in writing English. Most expressed determination to improve their skills despite the anxiety because they wanted to succeed. The study revealed social interaction with native English speakers played no significant role in improving students' academic writing.

Teaching methods that made them aware of their anxiety about writing actually lessened that anxiety; working with students to establish realistic writing goals reduced anxiety and self-doubt while raising expectations for academic excellence; and assignments that utilized students' knowledge and creativity improved their articulation skills.

Further study is needed of approaches that empower ESL students to take responsibility for their own learning and become independent thinkers.