The purpose of this study was to examine the effect of adopting blogging upon Chinese language composition instruction in a vocational high school in Taiwan. The researchers developed a model that utilises blogging in Chinese language composition instruction. Forty randomly selected students from a public vocational high school served as the research participants. The experimental instruction was employed for eight weeks; all students completed a pre-test before the intervention and a post-test after. Statistical approaches reported include descriptive statistics, a one-sample t-test, and an independent t-test. The results of the study are as follows: (1) the instructional model of utilising blogging in Chinese language composition in a vocational high school can be successfully implemented with positive outcomes; (2) utilising blogging in Chinese language composition instruction can positively enhance students' composition learning; (3) the participants possessed a positive attitude toward the instructional model of utilising blogging in Chinese language composition instruction, and the majority of participants reported feeling positively about the overall design of the blog, the teaching materials, and their own achievement in learning composition; and (4) the instructor-student interaction was positive, which enhances participants' learning motivation and compositional ability. (Contains 7 tables and 5 figures.)