Using a Vygotskian perspective, the researchers investigated the interaction of secondary school language learners engaged in a dictogloss task that called for collaborative reconstruction of a text. The investigation focused on the students' behaviors that were detrimental to effective interaction and made it less likely that students would be able to provide scaffolded help for the other member of their dyad. Participants in the study were 19 English-as-a-Second-Language (ESL) learners from China and Korea who were studying at a girls' secondary school in Singapore. Data sources were transcripts of one dyad's interaction, student journals, questionnaires, and interviews. A wide range of detrimental behaviors were displayed by the participants in the current study. However, the overall picture provided by the data suggests that with help from educators, students can become more skilled at assisting one another and more willing to do so. Ideas are put forward as to how educators can supply such help. (Contains 28 references.) (Author/KFT)