Abstract

This study investigates the impact of blogging on writing proficiency and active reading among Malaysian upper secondary students. Guided by Social Constructivism and Reader Response Theory, it explores how blogging enhances writing, fosters peer review, and supports learner autonomy. Using a case study design, data were collected over three weeks through blog posts, peer feedback, classroom observations, and focus group interviews with eight Form 5 students. Findings show that blogging improved grammar accuracy, vocabulary range, coherence, and content organization. Peer review fostered active reading, critical thinking, and collaboration. Students reported higher motivation and confidence when writing for authentic audiences. The study highlights blogging as an effective pedagogical tool for integrating technology into ESL instruction and recommends structured peer review training and scaffolding. Implications for teachers, curriculum designers, and policymakers are discussed, with suggestions for future research to expand blogging-based interventions across diverse contexts.