This study draws upon activity theory to better understand the implications of corrective feedback (CF) as an artifact on (1) the coconstruction of knowledge and (2) the action-oriented decisions of 10 mixed pairs comprising a foreign language learner (FLL) and a heritage language learner (HLL) of Spanish. To this end, the dyads were divided into two experimental groups (A and B) and collaboratively completed three narrations. On their first drafts, Group A received indirect feedback (codes), while Group B's errors were amended by the instructor; both groups had to conjointly submit a second version of their stories. Participants' interactions were transcribed and analyzed. The results suggest that indirect CF stimulated a larger number of successful scaffolding instances that promoted knowledge coconstruction and the development of various effective techniques to solve arising linguistic and nonlinguistic issues. Although the HLLs showed themselves to be grammar experts overall, the FLLs in Group A (indirect CF) contributed to resolving virtually as many lexical issues as their counterparts (e.g., HLLs), while also being somewhat involved in the resolution of grammar matters. Thus, collaboration within mixed classes may be beneficial for both linguistic populations, depending on the design of the collaborative task and its focus.