This pilot study examines the impact of computer-mediated collaborative writing (CMCW) on the acquisition of Russian impersonal constructions by B1-level learners at an Italian university. As part of a broader Ph.D. project, the study explores how collaborative writing (CW) influences grammatical accuracy in L2 Russian. A pre-/post-test design was implemented, involving online dictogloss and creative writing tasks. Two groups (n = 6) were compared: one engaged in individual writing, the other in collaborative writing. Descriptive statistics revealed a modest advantage for the collaborative group in the accurate use of impersonal forms. Peer interaction and metatalk appeared to support learners’ engagement with complex grammatical structures. Despite the small sample size, findings suggest that CMCW tasks may enhance learners’ attention to form and promote grammatical development. The study offers pedagogical insights for language educators, highlighting the potential of collaborative approaches to support the acquisition of morphosyntactically complex features in typologically distant languages.
Elisa Moroni (Sat,) studied this question.