Grammatical correctness is the main achievement goal frequently set in English writing class. In such a course, learners are expected to monitor their writing carefully to produce fewer grammatical mistakes. This expectation from the teachers puts high pressure on language learners and leaves little space for fun in learning. A peer editing activity is an enjoyable way to reduce learner stress, and it can promote active engagement among learners in L2 writing. But, based on my teaching experience, peer editing can sometimes result in simple grammar checks. This presentation explores a collaborative writing task that requires smartphones and LEGO bricks. This group activity is designed for English majors in college. In this group work, the learners use LEGO bricks to recreate scenes from Japanese folktales, take pictures of these scenes with smartphones, and add English captions to each image file. And then, they show their photos to the class. This collaborative L2 writing activity has encouraged learners to pay attention to correct grammar in the form of negotiation. The presenter will share participant feedback to illustrate the effectiveness of the task, especially in the establishment of peer connections and a changing view of peer editing. The presenter will also point out the negative side of using LEGO bricks in the classroom. This classroom practice is for teachers who want to promote group communication and collaborative writing in a language-learning classroom, and it provides a glimpse into the educational and practical uses of LEGO bricks in these contexts.