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This study examines the online writing and revision behaviors of university language learners. In small groups, 53 intermediate German students from three classes at three different universities created wiki pages with background information about a novel read in class. All meaning-and language-related revisions were analyzed to determine whether students revised only their own contributions (cooperation) or took responsibility for the text as a whole (collaboration). Results indicate that students utilized both collaborative and cooperative strategies to make formal revisions, but they worked more cooperatively when making content changes. Group members did not take on any specific task roles with regards to formal revisions, but they were engaged in the project to varying degrees. While most students contributed to content and editing of their wiki page as required, some students did not do their share of the work and engaged in social loafing and free riding. The study demonstrates wikis' great potential for collaborative and autonomous work, but it also underlines the need for clear tasks, teacher guidance and possibly even intervention. Suggestions to mitigate social loafing and free riding in group work are discussed.

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The following article reports the findings of a qualitative evaluation of an online extensive reading program in German as a foreign language. Designed for advanced learners, it differs from traditional extensive reading programs in two important aspects: students read online instead of printed materials, and there was no teacher preselection to ensure that learners were reading at the i minus 1 level. Data from reflections and questionnaires indicate that learners experienced a variety of affective and linguistic benefits. Interestingly, some learners purposely sought out more difficult texts to challenge themselves. While this violates a key principle of extensive reading, it is indicative of learners' growing motivation and self‐confidence. There is also evidence that they developed into skilled second language readers, making conscious decisions about reading strategy and dictionary use.

In recent years, educational technology has come a long way. Technological advancements and significant investments in computer equipment and training have opened new opportunities for foreign language teachers. In addition, instructional technology (IT) is now an accepted component of teacher training and foreign language teaching. This study addresses the question how IT actually is being used for foreign language learning in higher education. It reports the findings of an online survey, which was completed by 173 college foreign language teachers. Results suggest that the vast majority of participants do use computer technology for their teaching, but at a very basic level. Teachers' IT use seems to be motivated largely by utilitarian reasons, followed by a variety of pedagogical benefits.