Öz The paper presents an overview of a pilot study aiming at developing university students’ writing competence with the use of a selected Web 2.0 collaboration tool as authoring environment for Task-Based Language Teaching. Online word processors were used to design a pre-task, task and post-task sequence which was implemented in varied modes of work when teaching English to students at the Department of German Studies, Maria CurieSkłodowska University in Lublin, Poland. The specific aim of the study was to investigate the applicability of one particular online collaborative environment, namely an online word processor such as Google Docs (http://docs.google.com), to implement form-focused language teaching at a tertiary level. The study was conducted in an action research fashion, with two parallel groups of students using two different collaborative environments (wikis and online word processors). As it was found out, the idea of learning writing in collaboration mediated by online resources was new to students and the awareness of how to make the best use of peer editing and peer feedback had to be established among students first. Once it was done, however, collaborative learning online proved to be a powerful vehicle for language instruction. The emergence of new Web 2.0 tools facilitating collaboration and publishing such as online word processors has helped to redefine the process of teaching language skills, and specifically writing, in the TBLT framework.