The Effect of Incorporating Blogs in Teaching Advanced Writing on the Iranian EFL Learners’ Writing Proficiency and Their Attitudes

tool to Iranian EFL learners’ writing ability and their attitude toward writing. The participants included 24 advanced level learners who were divided into control and experimental groups. The data were collected from a demographic questionnaire, a TOEFL placement test, TOEFL iBT writing proficiency and achievement tests, and an attitude questionnaire. The results showed that the students perceived writing in Blogfa effective for the development of their writing proficiency and their attitudes toward writing. The students also found blogging productive for expressing ideas without any pressure, writing for an audience, creating active/interactive social exchanges, and receiving comments from real time readership. These findings suggest that blogging can be motivating for learners and promote authorship, readership, and writing skills.