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Comparing the Same Task in ESL vs. EFL Learning Contexts: An Activity Theory Perspective
Author(s) -
Storch Neomy,
Sato Masatoshi
Publication year - 2020
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/ijal.12263
Subject(s) - perspective (graphical) , task (project management) , psychology , activity theory , context (archaeology) , dynamics (music) , second language , linguistics , mathematics education , cognitive psychology , pedagogy , computer science , artificial intelligence , paleontology , philosophy , management , economics , biology
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.