Comparing the Same Task in ESL vs. EFL Learning Contexts: An Activity Theory Perspective

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...