This research explored how writing may foster EFL (English as a Foreign Language) students' learning of content and language from English texts. The first phase of the study involved naturalistic observations over 4 months of 1 Thai EFL instructor and 15 female undergraduate students in a reading class at a major university in Thailand, interviews with the instructor and her students, then examination of samples of class materials and students' writing. In addition, for one month the students kept written logs of their uses of writing in connection with reading. In the second phase of the research, the students performed reading and writing tasks while thinking aloud, then I interviewed them about their uses of writing in their reading. Analyses of the oral and written data indicate that their writing contributed to the students' text-based learning through combinations of: (a) writing allowing students to notice gaps in their knowledge; (b) writing prompting students to assume the role of writers; (c) writing involving careful thinking; (d) writing urging students to review, rethink, think further about, and use information in the source texts and, sometimes, study related texts; and (e) whatever was written down being available for review, reflection, and revision. Writing before and after reading as well as self-initiated writing while reading showed the potential to enhance students' learning from texts by drawing their attention to text language forms and other related forms, so they could use them strategically, familiarizing students with text characteristics, enhancing text comprehension and retention, eliciting positive emotions, and promoting responsive reading. The descriptions in this thesis may help guide EFL policy makers, curriculum designers, material developers, and instructors to make informed decisions about the benefits for students' learning from their incorporating certain types of writing into EFL reading lessons.