The potential of Web 2.0 tools for collaborative writing as a way to enhance learning has raised a lot of interest among Foreign Language Teaching researchers and practitioners over the past few years (e.g., Kessler, Bikowski & Boggs, 2012; Wigglesworth & Storch, 2012; Elola & Oskoz, 2010; Arnold, Ducate & Kost, 2009). Seemingly, the advent of Web 2.0, the social web, has fostered the emergence of a new collaborative culture shared by internet users worldwide in which the notions of intertextuality and hypertext have evolved, resulting in the reconsideration of authors and their role in text production. Collaboration has also positively contributed towards establishing the foundations of both free software and free art movements (Dusollier, 2003), while having a considerable impact on education. In the foreign language classroom, it is becoming increasingly common to access, reinterpret and modify contents and texts which have an unidentified, collective author. Moreover, collaborative writing very often involves collective authorship. Thus, the idea behind this is that what really matters is the actual collective effort towards meeting a common goal or towards achieving a final product. Therefore, the identities of the individual authors and their individual contributions are no longer important.