I will investigate in this book how far weblogging can be used to develop schema English reading skills of Chinese secondary school students in Hong Kong. The theoretical foundation of the research design is built on a sociocultural model originating in Constructivism within which communication through discussion or sharing of ideas is the preferred approach for second language learning. Constructivists¿ theory integrates reading, schema, and weblogging that are the three core concepts to be examined in my research. The examination is facilitated by the methodological framework that adopts a mixed methods approach involving case study and experimental study methods. Major findings of the research will reveal how weblogging can facilitate schema development in reading and explain to what extent weblogging can be used as a useful means to develop schema-based reading skills in the context of second language learning.