Abstract
► I discuss the extent to which blogs encourage peer interaction and affect writing achievement in undergraduate EFL learners. I address whether EFL learners prefer blogs because of their effectiveness, or because it is different from conventional teaching approaches. The blog-based peer review activities may serve as an activity in writing courses to encourage students to re-think and revise their writings. It provides positive experiences for both the students and the instructor. Blogs can serve as positive platforms for peer review activities in EFL writing classrooms.
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