This study examines genres displayed in 25 Taiwanese college students' English blogs and their mediated actions in the English blog writing through the lens of activity theory. The results showed that the interwoven relation- ships among individuals' agency, the goals they set for the task, the mediated tools, and the contextual elements led to different individ- ual activity systems in completion of the blog task. The findings further revealed that the free-writing blog task allowed EFL students to practice writing in different genres and to suit individual and gender preference on rhetori- cal selection. The results implied that language teachers should be aware of the influence of personal and contextual factors on EFL stu- dents' English blog writing.
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