This study probed EFL learners' negotiation of meaning and negotiation strategy in two unfocused and two focused tasks using a counterbalanced design. Each of the focused/unfocused tasks included one opinion-exchange and decision-making task type, which resulted in four particular task conditions. To this end, 36 Iranian intermediate EFL learners majoring in English translation with an age range of 20-24 were invited to work together in groups to carry out tasks, with their voices recorded while performing the tasks. The analysis of the quantitative and qualitative data from the participants' performances indicated that the unfocused tasks elicited significantly more instances of meaning negotiation than the focused tasks, promoting more interaction-driven opportunities. Also, they evoked more confirmation check and clarification request strategies. Moreover, the decision-making tasks demanded more cooperation and engaged the participants in interaction more than the opinion-exchange tasks. The findings have provided insight into designing classroom tasks to increase negotiation of meaning. They have also highlighted the positive effects of unfocused task engagement on L2 learning and encourage L2 teachers to implement task-based language instruction.