This study aimed at investigating L2 students` writing expectations and improvements in a student writing club. Twelve students specializing in English Education at a university in Jeonbuk Province were served as participants for this study. Primary data from two surveys, interviews, and three writing tests were analyzed to demonstrate the students` improvements through the writing club, and supplementary data, such as email exchanges, periodical oral conversations, and all of the documents on their Internet site, were served to understand the context of the writing club. The research findings showed that the writing club helped the students to have numerous learning benefits, such as writing habit, confidence, critical thinking, better awareness of audience, reading ability, extended background knowledge, learning transfer, strategies in peer feedback, and progress in writing, to just name a few. It is also implied that a collaborative writing group, whether it is classroom-based or student-initiated, is so practical that writing practitioners can promote learners` writing advancement. (Kyungil University)