The present study aims to investigate the interplays among students' writing self-efficacy, students' research literacy, teachers' immediacy, and teachers' clarity in facilitating the writing enjoyment of EFL postgraduate students in Indonesia. This quantitative research was designed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) as a model analysis. A questionnaire of 40 items adapted from previous studies was used to measure the variables. One hundred fifty EFL postgraduate students in Indonesian universities filled out the questionnaire. Path analyses demonstrated positive relationships among the variables, meaning that students' writing self-efficacy and research literacy and teachers' immediacy and clarity impacted writing enjoyment. Nevertheless, the findings demonstrated that correlations between teachers' immediacy, teachers' clarity and students' writing enjoyment are not statistically significant, indicating that teacher-related factors, namely teachers' immediacy and clarity, may not have significantly impacted students' writing enjoyment. The pedagogical implications and future research directions are examined further.