Reports the results of a study carried out with high intermediate/advanced English-as-a-Foreign-Language learners who completed two form-focused tasks--a dictogloss and a text reconstruction) collaboratively. Learners' interaction with both tasks was codified and language-related episodes were identified. Results are considered in the light of current claims about the need for classroom teachers and researchers to carefully consider the choice of task and how learners interpret and compete it. (Author/VWL)