In an online learning environment, it is essential to explore the affordances of online tools from interactionist perspectives. This study looks into the language learning potential of Google Translate (GT) with a focus on L2 learners’ form-meaning connections during their interactions with GT. Twenty-five Turkish learners of English as a foreign language who were taking an online second-year translation course completed a post-editing task in which they improved the machine-translated short stories for more natural English. This study explores (a) the extent of L2 learners’ engagement with GT for form-meaning connections during the post-editing task, and (b) the quality of their interactions in terms of translation improvements at different linguistic levels (lexical, grammatical, syntactic, semantic, and stylistic). This study demonstrates how a post-editing task using GT can engage L2 learners in interactions with GT and help them draw connections between form and meaning, and how GT can serve as a formative assessment tool in an online constructivist learning environment.