The beneficial role of collaborative dialogue in second language (L2) writing has been established, with considerable research investigating the role that collaborative writing tasks play in facilitating language learning by promoting language-related episodes (LREs). However, when compared to that of commonly taught languages, research investigating the role and function of collaborative dialogue in less commonly taught languages (LCTLs) contexts is scarce. Therefore, this study explored the collaborative dialogues in an LCTL, Turkish as a Foreign Language (TFL), with a focus on the TFL students' interactional dynamics (i.e., LREs and scaffolding patterns) during collaborative writing activities. The interactions of two fourth year TFL students during the collaborative revision activities were analyzed for LRE types and scaffolding patterns. The results indicated that the TFL students focused more on grammatical structures than on lexical items during LREs. Specific grammatical features of Turkish (e.g., definite and indefinite past tense suffixes, case markers) dominated the grammatical LREs. Moreover, the results revealed that students adopted three different stances (i.e., expert/novice, expert/expert, and novice/novice) during collaborative dialogues, with expert/novice being the most common. Additionally, the TFL students clearly expressed the need for, and importance of, teacher-fronted feedback and comments in LCTLs contexts.