Understanding college English learners' task management in the Vietnamese context: an investigation from the perspective of activity theory

This qualitative study aimed to explore the ways college learners engage and respond to English language tasks, regarding the notion of mediating tools and learner agency, in the Vietnamese context through the lens of activity theory. In relation to English teaching and learning circumstances in Vietnam, there has been considerable concern centred around teaching and learning quality. In response to this concern, a few studies have been conducted, but with the adoption of psycholinguistic views. In order to redress this, the present study was conducted as an attempt to examine English classroom tasks from a sociocultural perspective - using activity theory.