Technology is changing traditional views of language teaching and learning, with generational and cultural differences influencing the ways that we interact with it. This paper describes an action research project undertaken at a university in Japan to understand how students use the Internet to prepare written assignments in L2, and the students' and their instructors' reactions towards this usage. Classroom observation and technology usage logs revealed that students use websites and applications to gather ideas at the start of the writing process, rather than coming up with ideas themselves. Thematic analysis of student journal entries suggests that many students disregarded the brainstorming method that they had been taught due to a lack of confidence either in their ideas or in their linguistic competence. Students did not identify this behaviour as dishonest, unlike 70% of the instructors interviewed. This mismatch in student and instructor views may lead to missed learning opportunities for the L2 writer. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]