Extensive reading has been steadily gaining support and recognition in EFL reading pedagogy. Many attempts have been made to unravel the impact of extensive reading on foreign language development. Keeping an online reading journal as a follow-up activity of extensive reading was designed to facilitate students' reading. This study was conducted in an English-majored class to investigate students' opinions on whether or not the reading journal could and how it could motivate students to read, enable them to understand the main ideas and important details of the reading materials and foster their critical thinking. The participants were 36 students of eleven grade in a school for the gifted students. The participants were asked to keep their reading journals on 24 topics developed from the current textbook within an academic year. A questionnaire and semi-structured interviews were employed for data collection. The findings reveal that reading journal is beneficial in teaching reading. Most students found reading is a useful activity, creating an enjoyable learning atmosphere, helping students in developing a wide vocabulary, improving students' reading comprehension, and increasing students' motivation in reading. However, it is suggested that some aspects of the technique should be improved; these include the improvement of the teacher's understanding of the principles and concepts of extensive reading, the insight of the importance of giving clear instructions, and the awareness of designing various activities.