Abstract
In the field of foreign language education, Web 2.0 technologies put forward new scopes for both teachers and students. Among these technologies, blogs have a remarkable place since they provide teachers and learners with new horizons. Among the three types of blogging which are tutor blog, learner blog and class blog ( Campbell, 2003 ), self-blogging and its role on the writing- efficacy of learners in writing have received the least attention in research. The present study aims to investigate the impact of self-blogging on the writing efficacy levels of university level advanced foreign language learners. Data for the study came from writing-efficacy scale (Yavuz-Erkan and İflazoğlu-Saban, 2011) and the semi-structured interviews with the participants. The results and the implications were discussed in the following sections.
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