Writing is an important skill necessary for students pursuing a higher level of education. The challenge for second language learners would be to write accurate academic essays as required by the course for students that has been aligned to the Common European Framework (CEFR) B1 standard since 2015 at a public institution of higher learning. The academic English course offered at a public institution of higher learning was subjected to a guided academic writing using online tools by Harju and Åkerblom (2017) description of the teacher’s role in facilitating learning to achieve the intended learning outcome which is to write an academic essay focusing on its features. The participants in this study were second year undergraduates in the second semester of their study who struggled to write an essay early in the semester. This study used a quantitative analysis collected from 10 participating students (n=10). The results found that the students made improvements to the feature of their essay and their feedback of the intervention were processed using frequency analysis indicated a hundred percent preference of the students to learn by their own discretion guided by the instructor and supported with online learning tools.