The practice of integrating pedagogical approaches using multimedia technologies has become one of the common interests in education in recent years. The technology-based approaches such as computer-supported collaborative learning (CSCL) and electronic literacy approach (ELA) are spreading widely in English language teaching (ELT) at present. The research reported in this article studied the characteristics of CSCL tasks in the context of ELT in higher secondary school education in Nepal. Nonparticipant observation of the CSCL tasks assigned to the students in the English class in two different schools, and semi-structured interviews with the students were used as research tools. It was found in the study that the CSCL tasks were useful for enhancing some cognitive skills of the students, though many of the CSCL tasks assigned were more exam-oriented and the teachers gave limited attention to enhance students' higher order thinking skills. This shows that the integration of technology-aided new modes of learning do not in themselves foster higher-order learning; that goal requires deliberate curricular and pedagogical efforts of educators. This study offers new insights for the teachers, students, educators and all others who are interested in technology-based education.