Collaborative writing tasks have been claimed to offer language learning opportunities because they implicitly draw learners' attention to form. Nevertheless, their efficacy has been claimed to be moderated by proficiency, as low proficiency learners tend to override form over meaning. These claims, however, are mostly based on adult learners and…

This paper examines the linguistic and cultural development of three US university students in a one-month study-abroad program in Mexico, as represented in their bilingual journals. Through narrative analysis, the paper explores students' varied evaluations of their study-abroad experiences, as well as how these evaluations seemed to affect their…