摘要：AbstractThe current paper reports on empirical research investigating the qualitative changes in writing proficiencies in response to using three online writing tools, i.e., discussion forums, blogs, and wikis, in an EFL blended-format course. Questionnaire, interview, and text analysis were combined for triangulation. A qualitative change in differentiated writing styles for forum and blog posts was found. Planning distinct objectives for each online writing tool is suggested to reduce EFL students‟ cognitive load and facilitate language acquisition. An objective-focused online writing design model, which uses forums for discussion, blogs for reflection, and wikis for collaboration for higher learning outcomes, is proposed.
