Abstract: There are numerous alternatives for students to deal with writing anxiety, considering that writing is usually regarded as the most difficult ability to learn in an ESL (English as a Second Language) learning setting. This study discovered that the aforementioned apprehension may be effectively reduced through the use of collaborative learning, peer participation, and direct interaction with English instructors. The study included 172 diploma students as subjects, with the goal of determining the most preferred ways to ease their anxiety during ESL writing classes. The study used a descriptive survey methodology, with data collected using a self-administered questionnaire (CSWAS) precisely designed by the researcher. Descriptive statistical analysis, including mean and standard deviation computations, were used to examine the data collected. The findings unambiguously demonstrated that collaborative work with their peers during ESL writing sessions benefits students the most, as evidenced by an outstanding mean score of 4.35 and a standard deviation of.645.

Keywords: ESL, anxiety reduction, writing anxiety, CSWAS