With the increasing digitalisation of language education, students must mediate among meanings and decisions in virtual interactional spaces where they collaboratively create and reflect on digital content. Mediation-based multimodal skills are paramount in educational scenarios and are increasingly tasked with honing students’ communication, critical thinking, and social skills. Supporting such skills by deploying mediation strategies increases skill transfer to professional and social contexts and supports students’ life-long learning process (Lehtonen et al., 2008). Mediation strategies surface from the complex interplay between understanding and valuing peer positions and individual stances to find common ground to accomplish assigned tasks (Bercovitch & Wells, 1993; Mehrvarz et al., 2021). Mediation strategies are, therefore, a manifestation of collaborative task engagement and are key from a language education perspective. They facilitate goal attainment through opinion exchange, clarification requests, and meaning-making interactions (Recker et al., 2021). According to the Companion Volume of the Council of Europe (2018), teaching mediation strategies is fundamental in helping learners use language to mediate both concepts and communication, creating a learning environment that is also conducive to the development of learning strategies (Donato & MacCormick, 1994) and co-regulatory processes (Hadwin et al., 2018). Learning strategies can be defined as specific actions, behaviours, steps, or techniques that students employ—often consciously—to improve their progress in internalising, storing, retrieving, and using the L2 (Oxford, 2010). In this context, mediation strategies can also be developed consciously to support students’ cooperation and meaning-making in the target language.