This study explores the writing skills of English second language (ESL) learners at an Institute, using an exploratory qualitative design to identify challenges, influencing factors, and areas for improvement in academic English. Data from structured interviews with nine students and three instructors revealed common writing deficiencies like grammatical mistakes, limited vocabulary, and coherence issues. These challenges stem from limited exposure to authentic texts, lack of practice, and restrictive curricular practices. The study recommends targeted teaching strategies, curricular changes, and increased teacher support to improve ESL learners' writing proficiency and educational outcomes. The study targeted undergraduate students from various disciplines at the Institute chosen through convenience sampling with 12 respondents (9 students and 3 teachers) representing the population of 40-60 interviewees. Utilising a qualitative research approach, a structured interview questionnaire consisting of 20 open-ended questions (12 for students and 8 for teachers) was employed. Data analysis identified grammatical errors, limited vocabulary, and coherence issues via the Error Analysis Technique to understand ESL learners' writing skills. Results specified factors affecting writing comprehension included lack of exposure to English, insufficient practice, and inadequate emphasis on writing in the curriculum. Addressing these can significantly improve ESL learners' writing proficiency. These findings emphasize the necessity for targeted and systematic interventions to enhance writing proficiency. By prioritizing regular practice, engaging in extensive reading activities, and implementing structured feedback mechanisms, educators can effectively address these issues and foster improved writing capabilities among ESL students. This research offers valuable contributions to the field of ESL education, presenting actionable recommendations to advance writing instruction and support the academic success of ESL undergraduates.