TY - JOUR
T1 - Comparing the Same Task in ESL vs. EFL Learning Contexts
T2 - An Activity Theory Perspective
AU - Storch, Neomy
AU - Sato, Masatoshi
N1 - Funding Information:
Funding for this project was provided to the first author through Dyason Fellowship awarded by the University of Melbourne [grant number 00065961], and to the second author through a Fondo National de Desarrollo Cient?fico y Tecn?logico grant from the Ministry of Education of Chile [grant numbers 1160838; 1181533].
Publisher Copyright:
© 2019 John Wiley & Sons Ltd
PY - 2019/1/1
Y1 - 2019/1/1
N2 - This classroom-based study examined the role of context in task-based interaction. Identical tasks were implemented in university-level classes in two contexts: Australian ESL (n = 27) and Chilean EFL (n = 19). The learners engaged in discussion tasks, as part of the regular classroom activities. Data included audio-recorded task-based interactions, observations, and a survey. Data analysis was guided by activity theory, examining how learners approached the tasks, including deliberations about language (actions), the group dynamics, and their use of mediating tools (e.g., L1). Our findings revealed differences in the learners' actions in these two contexts, both expected (e.g., use of L1) and unexpected (e.g., the nature of assistance provided). Our study shows that in different contexts, the same tasks represent different learning activities.
AB - This classroom-based study examined the role of context in task-based interaction. Identical tasks were implemented in university-level classes in two contexts: Australian ESL (n = 27) and Chilean EFL (n = 19). The learners engaged in discussion tasks, as part of the regular classroom activities. Data included audio-recorded task-based interactions, observations, and a survey. Data analysis was guided by activity theory, examining how learners approached the tasks, including deliberations about language (actions), the group dynamics, and their use of mediating tools (e.g., L1). Our findings revealed differences in the learners' actions in these two contexts, both expected (e.g., use of L1) and unexpected (e.g., the nature of assistance provided). Our study shows that in different contexts, the same tasks represent different learning activities.
KW - activity theory
KW - ESL vs. EFL
KW - sociocultural theory
KW - task-based interaction
KW - teaching/learning context
UR - http://www.scopus.com/inward/record.url?scp=85067560883&partnerID=8YFLogxK
U2 - 10.1111/ijal.12263
DO - 10.1111/ijal.12263
M3 - Article
AN - SCOPUS:85067560883
SN - 0802-6106
VL - 30
SP - 50
EP - 69
JO - International Journal of Applied Linguistics (United Kingdom)
JF - International Journal of Applied Linguistics (United Kingdom)
IS - 1
ER -