As new collaborative writing tools are redefining the notions of writing and reshaping writing practices, they also have significant implications for the writing classroom. This study executed a collaborative hypertext relay writing project in a multimedia-assisted language classroom. The study posed two questions: how the project promoted the students` collaborative writing process and how the project fostered the students` media literacy. The data collection was three-fold: observations of the students` collaborative writing process, their writing outcomes, and the post-hoc questionnaire. The results indicated that the project had a positive impact on the students` writing in diverse ways. The project enabled student collaboration, made learning enjoyable, heightened the students` motivation toward learning, and facilitated language skills. As a result, the students produced interesting, lengthy texts. The students also utilized different types of multimedia to maximize the effect of their text, through which they could acquire media literacy skills required in the 21st century. During the collaborative writing process through networked computers, the students also played alternating roles of authors, editors, and readers, similar to the way in which collaborative writing platforms operate in the real world.