Web 2.0 has given opportunities in letting students learn through active collaboration
with and from their peers. The purpose of this study is to explore interactions that
happens between learners, types of contributions made and learners’ experience when
collaborating in a Web-based context. The finding shows that the learners contribute
in terms of adding, editing and deleting content and structure of their report. The learners’
pattern of interaction shows that the learners with higher level of English proficiency
are more dominant towards learners with lower level of proficiency. Students
feedback shows that they are accepting the idea of writing collaboratively. Overall,
the learners gave positive response towards the use of Google Docs in collaboratively
completing their report writing project.