This study aims to investigate the effects of a BLOG-based English reading portfolio project on reading performances and attitudes of the EFL students at two technical colleges in southern Taiwan, and to understand students' feedbacks to the project. Totally 55 subjects with compatible English reading proficiency were involved. With 12 weeks, totally 36 hours of instruction, the subjects had to establish their own English reading BLOGs for a variety of in-class and after-class interactive reading activities, such as discussing reading questions with dassmates, and to publish their reading summaries, reflections and final BLOG-based reading portfolios. The descriptive statistics and paired t-test results of the Pre-study and Post-study Questionnaire on Attitudes toward English Reading indicate that the BLOG-based portfolio project resulted in subjects' better motivation toward English reading. Specifically, the subjects felt more interested in English reading, more willing to learn English reading skills or knowledge, to read a variety of topics and to improve their English reading abilities after the study. Furthermore, the subjects were less reluctant to face and overcome reading problems, and to read constantly after the project although some of them felt stressful. In addition, the descriptive statistics of subjects' feedback questionnaires indicate that the BLOG-based reading portfolio project was beneficial for learning of English reading and topic relevant knowledge, team work, information gathering and organizing, learning autonomy, and it also provided the subjects with a sense of achievements. Further- more, most subjects thought that self-assessments, peer-assessments and teacher-assessments in BLOG-based reading portfolio project were beneficial for noticing their strengths and weaknesses, to know the specific ways to improve their works, and to train critical thinking. As for the effects of the project on reading performances, the descriptive statistics and paired t-test results of five reading tests indicated that students showed significant progresses in both reading comprehension and reading speeds in terms of reading words per seconds. Also, the results of pretests and posttests showed a significant effect of BLOG reading portfolio project on subjects' reading proficiency. The study results thus suggest that BLOG-based English reading instructions could motivate students' active participations in learning, to inspire their interests in reading, and help students improve their reading abilities. The findings of the study could provide the teachers and researchers at technical colleges with some pedagogical inspirations and suggestions for future research as well as reading instructions.