Blogs are considered to have made an intervention in many English as a foreign language contexts. The architecture of the platform is thought to give authorship, a readership, and ownership of one's work, and encourage collaborative learning. The present chapter focusses on an exploratory research study which took place in a private language school setting in Greece. The study included 52 teenage learners who were introduced to Edublogs for the first time. The aim of the study was to (1) determine the frequency and form of peer feedback, (2) investigate the impact of blogs on students' collaborative skills, and (3) to investigate the progress made in students' literacy skills with the integration of blogs in the curriculum. Questionnaires were distributed to examine participants' impression of blogs and the effect it had on their learning. [For the complete volume, "Professional Development in CALL: A Selection of Papers," see ED593926.]