This study aimed at bringing together the notions of language play and focus on form (FonF) through a cross-sectional investigation of playful language-related episodes (PLREs). PLREs, as a remarkably under-explored aspect of second language (L2) learners' focus on form, peer interaction and language play, were analyzed in an Iranian EFL context with 86 learners at elementary, intermediate and advanced level of L2 competence. The analysis of 46 hours of the participants' group interaction implied the facilitative role of L2 competence in the linguistic scope of PLREs. Different categories of PLREs also showed (slight) proficiency-based variations. The elementary learners, for instance, seemed more inclined to instigate pragmatic PLREs than formal ones. In this paper, major findings of the study are discussed in light of learners' L2 competence. Elaborating on this pivotal notion, I conclude the paper with a note on the pervasiveness of PLREs, ideas for more investment in L2 play and suggestions for further research.