This study investigates the effect of blogging on idiom production in an academic EFL setting. Blogging as a motivating writing tool, which provides various options like editing, uploading pictures and commenting, was considered as a suitable interactive tool for writing assignments, aiming at enhancing the production of idioms. The awareness rising factor as a major advantage of blogging played a significant role in selection of this technology. In this study, twenty one students of EEP (English Enhancement Program) of the American University of Armenia, with English proficiency levels varying from high intermediate to advanced, participated in a six week course. They were split into experimental and control groups none randomly. Quantitative data and qualitative data were obtained accordingly through pre and post test, a questionnaire and a semi-structured interview. The results obtained from the data analysis indicated that blogging in the experimental group was more effective in the production of idioms than emailing in the control group.