This paper reports a study that is done in an English Language Teaching (ELT) pre-service teacher undergraduate course at a university in Turkey. Seventy six EFL pre-service teachers were asked to create Thematic Blogs in groups by using WordPress. Each group was assigned a specific topic of the course and took the role of an "expert" in the subject area by providing additional readings, audio-visual materials, and reflection questions to their peers. All groups visited each others' Thematic Blogs and contributed to the shared knowledge by posting their reflections on the topics. The analysis done on the amount of input and output generated in the Thematic Blogs suggests that the use of Thematic Group Blogs might increase the amount of interaction, collaborative learning, and learner autonomy. Teacher educators who would like to increase interaction, collaboration, and autonomy in their pre-service teacher training programs may choose to adopt Thematic Blogs as instructional tools. (Contains 7 figures and 2 tables.)