<![CDATA[In the current digital era, various materials are taken into action to enhance language learners’ skills, especially reading skills. Among these materials, weblogs have attracted increasing attention due to their ability to provide authentic reading experiences and interactive learning opportunities for language learners. While there is a wide range of research on the benefits of weblogs in language learning, a gap in understanding their differential impact on learners of varying proficiency levels is felt. Therefore, this study investigated the effects of weblog reading tasks on the reading abilities of advanced and intermediate English language learners. Willing to cover this missed point, this study aims to show the effectiveness of weblog reading tasks in improving the reading skills of both advanced and intermediate-level learners. A quasi-experimental design was employed involving 84 English language learners at a private language institute in Iran. Reading proficiency was measured through pre-test and post-test assessments administered before and after a four-week instructional period. The collected data were analyzed using one-way ANOVA and independent-samples t-tests. The findings revealed that weblog tasks significantly improved the reading skills of advanced learners, while these tasks did not significantly enhance the reading performance of intermediate learners. Furthermore, both journalistic and scientific weblog reading tasks contributed to the improvement of advanced learners’ reading performance, with scientific weblog tasks producing slightly greater gains. This study can make contributions to the literature by highlighting the potential of weblog reading tasks to enhance advanced learners’ reading skills. The findings suggest that the effectiveness of weblog-based reading activities may depend on learners’ proficiency levels and their ability to engage with authentic online content. The study highlights the pedagogical value of weblogs as supplementary reading resources for advanced learners and points to the need for further research to develop more effective weblog-based interventions for intermediate learners.]]>
