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The current study aimed to fill a gap in the research by addressing the specific problems related to learning writing. It will suggest that a process-oriented wiki-mediated collaborative writing (PWMCW) approach can assist learners in practising writing in second/foreign language. The research aimed to provide a formal learning setting for writing outside the classroom, to train the ESL/EFL learner writers to target a new audience other than their instructor. In this way, they will learn to develop their abilities to share knowledge and to respond to peers and their own feedback. The study addressed three main questions: to explore how the students perceive the PWMCW, how the learner writers process it and how it impacts on their collaborative and individual texts. The study takes a quasi-experimental case study design in order to contribute to the continuity of development of learner writers regardless of place-related restrictions. It was carried out with a mixed-research design. The quantitative analysis provided robust statistical operations to identify the significance level the significance level for certain issues, e.g. e-feedback, authentic tasks and peers interaction.