This quasi-experimental study is aimed to investigate the possible impacts of peer collaboration on the quality and quantity of learners' output in L2 Chinese. Thirty-seven L2 Chinese learners participated in the study and were divided into a comparison group and a treatment group. While the participants of the comparison group performed an output induced dictogloss task individually, their counterparts in the treatment group worked collaboratively. The statistical results showed that there were no significant differences between the two groups at the lexical level, but that the treatment group outperformed the comparison group in syntactic accuracy and syntactic complexity. The results also revealed that peer collaboration tended to be particularly beneficial to low performers at the syntactic level. A further analysis of two peer-peer interaction episodes suggested that providing students with an opportunity to produce Chinese through collaboration helped foster a less anxiety provoking learning environment and enhance learning to the benefits of both peers.