Same Task, Different Activities: Issues of Investment Identity, and Use of Strategy
Open accessAbstract
Drawing on activity theory and the construct of investment, this article explores how three francophone CEGEP students variously invested in a task that involved producing short documentary-style videos in English. Case study data included interviews with the students and teacher and student work portfolios. The analysis suggests that the appropriation of, or resistance to, particular strategies was related to the construct of motive and issues of identity. Although all three participants had a positive orientation to L2 language learning, differences surfaced about the value attached to classroom language learning, task preference, and attitude to group work. The author argues for task-based research that takes into account the sociocultural dimension of task performance and learner's perspective, as well as studies that involve a broader range of tasks than is currently the case in traditional SLA task-based research. Implications of the study for ESL teaching are discussed.
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AT investigates human activity, understood as activity in a specific social setting.
“AT investigates human activity, understood as activity in a specific social setting (Parks, 2000), such as work or learning.”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Parks, 2000
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“First, when considering how students orient to reading and writing assignments in EAP and MBA contexts, an individual’s construal of motive appears to be a fruitful theoretical avenue in which to explore differences as recently suggested by certain studies in other academic or workplace contexts (Dias, et al., 1999; G…”
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“By the same token, in supporting a reflective analysis of task and process, Parks (2000) suggested that “to move beyond superficial reporting, students [could] be asked to reflect more specifically as to how the strategies used contributed or failed to contribute to a satisfactory outcome” (p. 83).”
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- Authors
- Parks, S.
- Corresponding author
- Parks, Susan
- Venue
- TESL Canada Journal
- Publisher
- TESL Canada Federation
- Published
- 2000-06-30
- Volume
- 17
- Issue
- 2
- Pages
- 21
- ISSN
- 0826-435X (ISSN-L)
- 1925-8917
- OpenAlex
- W1480180372
- Cited by
- 60
- References
- 32
- Citations by year
- 2026: 1 · 2023: 1 · 2022: 1 · 2021: 1 · 2020: 2 · 2019: 1 · 2018: 5 · 2017: 2 · 2016: 5 · 2015: 6 · 2014: 3 · 2013: 6 · 2012: 1
- FWCI
- 12.25
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- TESL Canada Journal (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Subtitles and Audiovisual Media
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- task-based language learning, student motivation, learner identity, strategy use, activity theory, CEGEP students, French-speaking learners, English as a second language, documentary filmmaking, group work, student attitudes, task preference, ESL teaching
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