This mixed-methods study reports the findings of the integration of Web 2.0 tools in a one-semester extensive reading project. 27 Turkish-L1 learners of English read graded readers based on their proficiency, identified using a level test. Then they were asked to use various Web 2.0 tools to prepare a post-reading activity for each book they read and share it on a self-hosted blog. In the quantitative strand, blog statistics provided descriptive data about activity types, number of posts/comments and interaction rate, whereas in the qualitative one, focus group interviews were carried out to explore the participants' perceptions of the project, and the blog post were examined. The results indicated that the participation in the activity and interaction on the blog were poor, and the learners mostly prepared less time-consuming and cognitively less demanding activities. It was also found that most of the participants were not accustomed to working with Web 2.0 tools and suffered from lower motivation. Some participants did not think that the Web 2.0 tools promoted their creativity. These findings suggest that such tools might not boost learners' motivation, unless learners are trained on how to use them or they are informed about the user-friendliness of some software.