The present study was conducted to investigate the impact of a program oriented towards using weblogs on promoting English majors' academic writing and their authorial identity. The study used the quasi-experimental research method (pre-post control-experimental design). Sixty participants enrolled in the fourth year, English section at the Faculty of Education were randomly assigned to two intact groups: a treatment group (n=30) and a non- treatment group (n=30). The participants in the treatment group were trained and instructed using a program oriented towards weblogs whereas their counterparts in the non-treatment group did not receive such training as they received regular instruction. Instruments of the study included a language proficiency test, a needs- analysis survey of academic writing conventions, a questionnaire of academic writing skills, a test of academic writing and a scale of authorial identity.  The findings revealed that the participants in the treatment group significantly surpassed their counterparts in the non-treatment group in the post-performance on the test of academic writing and the scale of authorial identity.