The quality parameters in the educational system and the constant progress in communication technology, particularly during the recent pandemic, have made the use of digital platforms necessary in the teaching-learning process to maintain a constant flow of communication and cooperation between students and teachers. This research aimed to explore the perceptions of Chilean university students in an English pedagogy program regarding their experiences with collaborative narrative writing mediated by digital resources. A qualitative approach was applied, using a descriptive and interpretive phenomenological method to analyze data from semi-structured interviews with twelve first-year students. These interviews followed a five-session pedagogical intervention focused on collaborative writing through technological resources. The findings suggest that technology-mediated collaborative writing enhanced students’ ability to search for information, expand vocabulary, and develop and express ideas. However, some participants noted that communication and organization of ideas could be improved with opportunities for video calls or complementary in-person sessions.