With its growing number of users, Second Life as one of the avatar-based 3D virtual worlds has received attention from educators and researchers in various fields to explore its pedagogical benefits. Given the increasing implementation of technologies broadly in much instruction, this study investigated how ESL students negotiated meanings in Second Life while using the features of Second Life. Enrolled in a university ESL program, 34 high- and low-intermediate students participated. In order to investigate a new function of Second Life, students were asked to use the voice-chat function and communication features of avatars as they participated in three task types: Jigsaw, Decision-making, and Discussion tasks, representing the continuum of communicative tasks by Pica, Kanagy, and Falodun (1993). Negotiation of meaning model by Varonis and Gass (1985) was used as the main construct to analyze students' language use. Phenomena emerging from the data pointed to the utility of a sociocultural approach and led to a focus on patterns of negotiation of meaning as differentially elicited in different task types and on an in-depth analysis of the students' collaborations with their group members in Second Life.