We document, from a qualitative point of view, an off-task space in a distance English as a foreign language collaborative practice on a forum. In the light of previous research linking social presence, learning and unveiling of the self, we analyze the contributions in this non-pedagogical space from the point of view of socio-affective indicators. It appears that this space can play the role of a foster-group in case of a dysfunctional work-group. It is an additional opportunity for risk-taking. Along with personal implication and risk-taking, it also seems to allow autotelic threads to take place.