The present study examines the extent to which Poetry Writing 2.0 can create an expressive and creative English language learning environment. Drawing on ethnographic online posting and interview data, qualitative findings show the following main benefits of blended poetry writing: (1) this blended instruction builds an engaging writer and reader community; (2) it allows for negotiating topics of poems; (3) pictures or photographs as visual artifacts bring poetry writing to life; (4) Poetry Writing 2.0 can provide further impetus for peer and teacher scaffolding as dialogic support for students; (5) Facebook is seen as a social networking site for enacting expressive and creative language instruction; and (6) students prefer having their poems assessed in a humanistic way in order to experience the joy of poem writing. The contribution of the study is to enhance a better understanding of how poetry as a creative writing genre could be a catalyst for expressive and meaningful language instruction. The ultimate goal of the instruction is to help students engage in poetry writing as a platform for learning to write creatively. Implications for EFL teacher education and the reinforcement of partnerships between universities and schools in prepar-ing EFL teachers are discussed.