This study explores child EFL learners’ reflections about the English modal verbs of obligation during their performance of different tasks that are part of a multilingual form-focused instructional grammar sequence (IGS), which was implemented in two intact classes (n = 40) of Primary school children (11–12 year-olds) for 6 weeks. As opposed to most task-based interaction research with young EFL learners, which focuses on their negotiation of content, meaning, and form in collaborative dialogue, the study also examines their attention to pragmatics. Therefore, children’s pair talk was analyzed for language, content, and pragmatic-related episodes, as well as types of explanations within these episodes qualitatively and quantitatively. The results of these analyses and the pre-test, post-test, and delayed post-test indicate that the IGS tasks were successful in drawing children’s attention to form; generating correct solutions to their language problems; and triggering content-based and pragmatic-focused justifications for their language choices. Implications of these findings for research and pedagogy are discussed.