At the beginning of the 21st century, computer-assisted instruction dominated most of the fields of language education. Within this frame, writing has evolved in second language education as a result of technological changes. There have been a great number of studies on the benefits of computer-assisted writing. On the other hand, some studies suggest that writing on a computer has drawbacks, especially for creativity and originality. To contribute to this ever-lasting debate, this study hypothesizes that computer-assisted writing has a positive role on generation Z (Gen Z). In a study by Adobe (2016), Gen Z students are found to see tech and creativity as an important and intersecting aspect of their identities. This case study explores the Turkish middle school students' experiences on the integration of a digital storytelling tool called Storybird in their English classrooms. The current study is conducted at a state school with the participation of 6 students who are in 8th grades. The main goal of this research study is to discover the students' overall reflections on writing English through Storybird web 2.0 tools. The data is collected through pre- and post- open-ended questionnaires, observations, and pictures. The results show that Storybird has a positive impact on the students' perspectives towards L2 writing. Accordingly, it can be deducted from the findings that Storybird can be used as an effective digital tool for enhancing L2 writing in an EFL classroom.