Recent years have seen renewed attention to the dynamic aspects of second language writing, such as writing processes. Situated in this vein of research, this study uses screen capture, interviews, observations, and analysis of student texts to closely examine the digitally-mediated writing micro-processes of 38 first-year multilingual writers enrolled in composition courses at two U.S. universities. By studying a relatively large data pool, the study complements case studies of multilingual writers’ digitally mediated composing processes to provide a broad picture of multilingual writers’ digitally mediated micro-processes. Drawing on the framework of the extended mind, we show that the participants’ micro-processes incorporated digital tools through three clusters of practices: (1) L1 use through translation, (2) use of text-generators, and (3) self/writing regulation. While the three practices were shown to be widely used by the participants, their use varied depending on the participants’ goals. The study demonstrates the theoretical significance and pedagogical implications of closely examining writing micro-processes as they intersect with the use of digital tools.