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Handful of researchers, over the last few years, assume that understanding students' writing behaviours which are often associated with not learning would generate more relevant insight. As reluctance is an important concept associated with learning determinants, knowledge about writing reluctance seem to be highly relevant to research in writing pedagogy. This work, therefore, presents an investigation into characteristics of reluctant writers, and students' perceptions about the factors add in impact on reluctant nature university students may hold in EFL context. Data from interviews for English instructors, successive observations during classroom activities, analysis of reluctant students' notebooks, and focus group discussions were thematically analysed. The analysis should help shed some light on this yet under-researched and under-conceptualized concept, and should be especially useful to professionals in writing pedagogy, or anyone else who may be considering for designing effective interventions to improve writing engagement and outcomes.
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