This study analyzes the interactions of EFL learners while working on two technology-mediated tasks in breakout rooms. The study is based on a qualitative analysis of 7 hours of video recordings of four groups participating in a task-based learning project conducted during the Emergency Remote Teaching period of the COVID-19 pandemic. The results show that the groups approach technological challenges differently, and that interactions in technology-related episodes can provide a venue for collaborative problem-solving and language-learning opportunities.