Abstract: The present study explored the placement of the thesis statement in the Arabic and English argumentative essays of Moroccan EFL master students in relation to the educational context. The study adopted a qualitative research method with triangulation of data sources: questionnaires on the practices of argumentation in the writing classes and the previous writing instruction of the students, the writing tests, and stimulated recall interviews after the writing tests. The data gathered was described and qualitatively analysed, adopting within-subject analysis and using frequency counts of the employment and location of the thesis statement. The results revealed a slight dominance of induction (thesis in final position) Arabic essays and predominance of deduction (thesis in initial position) in English essays notwithstanding the traces of transfer in both directions. In this perspective, the educational context, audience awareness, and the proficiency level of the students were found responsible.