There have been interests in finding appropriate ways in which students learn to write in English as a second or foreign language (ESL/EFL). Educators should be aware that ESL/EFL learners are less privileged in terms of exposure to the target language when compared to their English native speaker counterparts. Ironically, writing instructions to date are based on first language writing theory. This paper aims at examining relevant factors which instigate Thai EFL learners to write English in their home country where it is not commonly used in both media and daily communication. The data were collected from seven English majors and two writing teachers from two leading universities in Thailand through an open-ended questionnaire and interviews and relevant documents. Then, they were analysed qualitatively. Results showed that only students who chose to major in English at universities in Thailand were given opportunities to experience writing skills. Theoretical lacks in existing literature related to introduction of English writing to ESL/EFL learners and how the present argument fulfills the gap were highlighted. Towards the end, it concludes with some insights for teachers and educators of students who live in similar EFL contexts. It is hoped that an informed and systematic implementation of English curriculum in Thailand will be materialized.