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.

中文翻译：

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比较 ESL 与 EFL 学习环境中的相同任务：活动理论视角

这项基于课堂的研究检查了上下文在基于任务的交互中的作用。在两种情况下在大学级别的课程中实施了相同的任务：澳大利亚 ESL (n = 27) 和智利 EFL (n = 19)。学习者参与讨论任务，作为常规课堂活动的一部分。数据包括基于任务的录音交互、观察和调查。数据分析以活动理论为指导，检查学习者如何处理任务，包括对语言（行动）、群体动态以及他们对中介工具（例如，L1）的使用的审议。我们的发现揭示了学习者在这两种情况下的行为差异，包括预期（例如，使用 L1）和意外（例如，所提供帮助的性质）。我们的研究表明，在不同的环境中，相同的任务代表不同的学习活动。