In group writing, a group works together to compose a well-written text. Web 2.0 has bolstered web-based group writing among linguistic scholars and language teachers. This research examined the impact of web-based group writing on intermediate-level sophomore students majoring in English in colleges in Saudi Arabia. It considered the students' work process during web-based group writing, unveiling students' opinions and attitudes toward web-based tools. Employing a questionnaire survey after a writing task, data were gathered after respondents experienced the benefits of web-based writing. The theoretical framework for the research was based on Vygotsky's social constructivist theory and Li and colleagues' wiki-based collaborative process writing pedagogy (WCPWP). The results indicated that using web-based tools in the group writing of essays helped learners make fewer grammatical errors and also fostered group interactions. Many learners positively reacted to the web-based group writing. This research provides a better understanding of the modern technology and pedagogy used by educators, thereby contributing to the existing literature. Based on the study results, the research presents recommendations of appropriate web-based applications for second language writing.