ABSTRACT
Google Translate has become a widely used tool in L2 learning despite debates about its usefulness and how L2 learners should use it. The present case study follows a Chinese graduate student (B1 level of Catalan proficiency) as he composed in Catalan using Google Translate and other complementary resources. With the screen recording and pre- and post-interviews, his beliefs about various online Catalan-learning resources and how he used them during the writing process are analyzed. Ten strategies including pre-editing, post-editing, and cross-checking were identified. Findings revealed that web-based tools such as Google Translate played a significant role in L2 learning and writing, especially for minority languages that possess fewer resources. Details about relevant online tools to assist L2 and L3 writing including pedagogical implications are discussed.
