This study examines whether foreign language acquisition occurs through sharing information when students participate in an online writing task using English as the lingua franca. It also explores whether the students with higher levels of linguistic knowledge relating to the foreign language share this information with their peers throughout the writing process. The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish. A pre-questionnaire was used to determine the level of exposure to the English language and English culture outside of the classroom. The students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to the English language and culture. A one-way ANOVA was used to determine whether exposure to the English language and culture outside of the classroom would influence writing abilities on the subject matter, and there is an interaction effect between language exposure and the pre-writing task F(2, 57) = 4.752, p = 0.012. Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language exposure and the post-writing task F(2, 57) = 2.828 p= .068. In collaborative writing and knowledge building tasks, students learn about the content from their peers, and the information disperses throughout the group so that, upon completion, there is a shared understanding of the content. This study supports these findings; the students with more foreign language knowledge prior to the study disperse their knowledge in the same manner so that the knowledge, including writing in the foreign language, equalizes across the groups.