The purpose of this study was to explore how online writing technology affects ELL students' writing processes from the perceptions of twelve ELL students. To answer this question, the quantity of participation, interviews, and refection journal analysis were used to gather information. The findings indicated that there were advantages (including reduced anxiety, more confidence, multiple perspectives, critical thinking, and writing in American writing convention) and disadvantages (including conflicting feedback, longer time for revising, harder revision, and lack of creativity and flexibility) about using online writing technology during writing processes. In addition, the study discussed some implications for ELL writing.