This study is applied to EFL students in a language school in Brazil. It distinguishes between three different types of blogs: the tutor blog with three functions: a space for learners and parents, a repository of resources and a natural setting for feelings and thoughts; the learner blog, which serves as a type of portfolio tool for autonomous learning, and as a way to reflect on the ethical use of creating a hypertext document. The negative part of this type of blog rests on the time and effort investment on the side of teachers for its creation and maintenance; the class blog, an extra curricular extension of the classroom is the type which really fosters a feeling of community among its users and may serve as a discussion board or as project-based language learning. Together with the previous article, not only the practice of a foreign language skill is enhanced, but students share a different cultural knowledge, which is extremely enriching, as language and culture are inseparable. But the experiment proved to be not so motivating, as during some parts of the process, no activity was shown in the blog. In fact, the author recognizes the preference to involve older, more mature and independent learners, both in terms of cognitive and linguistic development. It leaves open for further research formal correction on students’ posts and reasons why students do not blog so often.