Abstract
ABSTRACT-The present study aims at investigating how Blog-Assisted Language Learning (BALL) can enhance EFL tertiary learners’ writing performance covering complexity, accuracy, and fluency through collaborative action research while at the same time it seeks to discover new knowledge that can inform the implementation of BALL in a writing class. This study employed Collaborative Classroom Action Research conducted in one cycle in one consecutive semester intended to make improvement in the teaching and learning of writing using BALL. There were 30 students of a university level majoring in English Education Department who joined Advanced Essay Writing Class in this study. The data were collected through interview, open-ended questionnaire followed by in-depth interview, and writing test. The findings showed that EFL learners improve their writing performance and they become more active in online class condition with two atmospheres: collaboration and competition among the learners. 
 Keywords: BALL, EFL Learners, writing performance, action research.
Highlights
Writing is a difficult activity for tertiary learners of English as a Foreign Language (EFL)
Muliani [35] conducted a study on Blog-Assisted Language Learning (BALL) and the findings showed that the students and the teachers do not worry about loosing the writing papers as the students’ products are stored online, and students have real audiences for their publication
The findings show that students improved their writing performance in terms of complexity, accuracy, and fluency after being treated using BALL in integration with process writing approach
Summary
Writing is a difficult activity for tertiary learners of English as a Foreign Language (EFL). Many of them are frustated by the fact that they make a little progress in writing[1]. In this case, Gebhard [2] suggests that students need to pursue a process of creating and recreating when writing, so they discover and clarify within themselves what they want to express. Writing activities involve processing of multiple system [3] covering a series of interrelated steps in which attention given to one aspect of production may influence others [4]. Since writing is a demanding task [5] and the fact that writing concerns a product and a process of discovery [6], teachers should be able to help students understand what they need to do in accomplishing a writing task. The reality, proves that most students do not cultivate self-reflective thinking on their own
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