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University students from English Language proficiency courses were asked to deliver a presentation on a topic they liked or about which they had knowledge. They had to work collaboratively in groups, explaining and teaching their audiences how to do something, for example, cooking, playing a video game, and doing origami. Guiding the preparation and assessing the performance of the task led the teacher to a reflection on the role given to the students and the implications it had on learning a foreign language. It was found that allowing students to work collaboratively on topics they have mastered or are attracted to, can boost their confidence, strengthen their autonomy, and increase motivation, as well as improve additional language learning, as language can be assimilated more naturally through the performance of such tasks. In conclusion, this reflective process has implications for EFL courses, in terms of permitting students participate in the construction of the curriculum or proposing topics for other learning tasks.