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Abstract Abstract：This study adopted a quantitative and qualitative mixed design to explore the effect of three different types of tasks on group interaction in college English classrooms in terms of equality and mutuality from a sociocultural perspective. The participants were 84 sophomores from three intact classes. The results indicated that: (1) In equality, task type only affected the number of turns but did not affect the average turn length and the proportion of short turns; (2) task type did not affect the mutuality in group interaction. The interview results showed that learners had different preferences for the type of task but their performance in group interaction would not be influenced by their preferences.
Key words: task type; group interaction; equality; mutuality
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