This article investigated the effect of weblog use in a process-based writing course on the writing performance of students as well as on their level of learner autonomy. The participants were 43 English language learners who were doing their BA in the field of English Language Teaching. The control group (n = 19) went through in-class writing instruction and the experimental group (n = 24) used weblogs along with the traditional class-based instruction. The results revealed that using weblogs in line with the process-based instruction helped students in having a better writing performance than those who only received in-class instruction. Weblog use also fostered a sense of autonomy among learners escalating their level in autonomous learning. This study's findings and suggestions for future blogging projects can serve as a template for integrating blogging into the EFL curriculum.