Abstract
Computer-Supported Collaborative Language Learning (CSCLL) has been proved to offer many advantages to language learners. However, teachers argue that the use of complicated pedagogies such as imagination-based techniques in combination with innovative technologies lead to a “complex ecosystem” in which many issues of management appear. This paper examines how students' motivation and engagement are influenced when implementing imagination-based pedagogies in a web-based Computer-Supported Collaborative Language Learning writing activity with shared orchestration load.