Although pair and small group activities are commonly used in second language (L2) classrooms, there are very few studies which can inform teachers about whether it is best to have students work in pairs or in small groups. In this study, conducted in a junior high school in Indonesia with learners of English as a Foreign Language (EFL), we compared the interaction of these students when they worked in pairs and then in small groups. All talk was recorded and transcripts examined for language production and for deliberations about language. In terms of language production, we investigated how much of the target language (L2) the learners produced compared to their first (L1) language and where the L1 was used, what functions it served. In terms of deliberations about language, we used Language Related Episodes (LREs) and investigated the quantity, focus, and resolutions of LREs. The study found that pairs generated more language than small groups and more LREs. However, students working in small groups tended to use less L1 than pairs, and resolved a greater proportion of LREs correctly. We conclude with some tentative pedagogical implications based on our findings.