Investigating Writing Anxiety among ESL Undergraduate Learners at a Private Sector University, Sindh Pakistan

The study aims to investigate the main sources of anxiety when ESL students write. For the purpose of this study, a quantitative method research strategy has been chosen, and the data was gathered through the administration of questionnaires among participants belonging to five different departments. The questionnaire, named ESL Writing Anxiety Questionnaire, acquires responses from the participants that are students. In order to carry out the data analysis technique for the quantitative surveys, descriptive statistics were used through SPSS 22. The findings revealed that the factors found to be a playing a role in giving students English writing anxiety include the students having no grip over strategies and techniques of English composition, lack of feedback, fear of negative feedback, lecture methods, and general confusion. To conclude, data derived from the questionnaire reveal that even though learners are truly anxious regarding writing skills, their learning environment, past experiences, and teacher’s support plays a vital role in contributing to their stress and negative attitudes when learning English language