University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 11 2 2019 10 01 Second Language Writing Through Blogs: An Investigation of Learner Autonomy 165 190 5448 10.22111/ijals.2019.5448 EN Behzad Nezakatgoo Allameh Tabatab’i University, Tehran, Iran Jalil Fathi University of Kurdistan, Sanandaj, Iran Journal Article 2020 06 06 Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups.  Over a 16-week semester, the control group students (n=21) were taught based on regular in-class writing instruction and the students in the experimental group (n=25) made use of blogs in addition to the traditional in-class writing instruction. The data were collected through administering a learner autonomy instrument, consisting of metacognitive, cognitive, social, and affective components, and conducting semi-structured interviews. The results of both quantitative and qualitative data revealed that the blog-mediated writing instruction contributed to enhancing learner autonomy of the participants. More specifically, the students who experienced blog-mediated writing activities showed improvement in metacognitive and cognitive components of learner autonomy. The findings offer significant implications for EFL teachers. https://ijals.usb.ac.ir/article_5448_57042f493365068b44a94b0abb2affe6.pdf