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This study reports on a classroom observation of the language produced by intermediate EFL learners in a Korean university, especially in terms of negotiation of meaning. Negotiation of meaning during task interactions makes certain that task participants receive comprehensible input and produce comprehensible output, which have been argued as essential elements for foreign language learning. Task type is also considered important, with those tasks requiring an exchange of information most likely to facilitate the negotiation of meaning. The purposes of this study was to compare successful meaning negotiation in four types of task(information gap, jigsaw, problem solving, and sharing personal experiences tasks) in terms of qualitative meaning negotiation. For this study, I recorded eight different tasks involving twenty-four students, a total of around five hours of learner interaction. This study showed that qualitative meaning negotiation is more important than the mere evidence of meaning negotiation indices for foreign language development. In terms of task type, open tasks such as problem solving and sharing personal experiences tasks may facilitate a higher qualitative negotiation than information gap tasks and jigsaw tasks, especially in intermediate or advanced English classes.