This TFG focuses on how collaborative writing in an L2 can be an effective opportunity for L2 acquisition. For that, it revises six pieces of research that investigate how different variables (such as proficiency, corrective feedback, task type and number of members) affect the text that students produce collaboratively. Taking into account the results of these studies, the paper analyzes how they could be used in the L2 classroom in order to achieve an efficient acquisition of the language.