There is a need for classroom research that examines the impact of task-based instruction on second/foreign language learning in a real classroom practice (Skehan, 2007). Using the quantitative data obtained from a pre-test, an immediate post-test, and a one-month-later delayed post-test with Thai FL learners of English for business purposes, this study investigated how and to what extent a task-based course using sociocultural approach in a Thai university classroom helped students improve and retain their business English ability. Considering each learner as an active agent with unique historical bearings and learning motives and goals, this study also used the qualitative data obtained from five focal participants to address the question of what activities looked like in task-based instruction. Using a case study and activity theory as analytical framework, the qualitative data were collected from a questionnaire, stimulated recall interviews, researcher's observation notes, the post-task interviews, and the final interview. The quantitative results revealed a significant difference between the scores of the pre-test and the post-test implying that there was an improvement in the business English ability of the subjects in those six tasks. A significant difference was also found between the scores of the post-test and the delayed post-test implying that there were both the retention and an increase of their business English ability. The significant improvement of the students' test scores resulted from task familiarity, task internalization, and the influential roles of motives and affect. The qualitative findings showed that (1) the participants' activities differed across tasks and time. (2) Four patterns of assistance were found, but they were not stable within pairs and across tasks. The pairs that demonstrated patterns of Collaborative and Expert/Novice were more successful than Dominant/Dominant and Dominant/Passive. (3) Participants' successful performance were mostly reported as being influenced by themselves as subjects, objects that motivated them to complete the course, the teacher and their partners in division of labor, and the tools they used to complete the tasks. They were less influenced by the rules and the community. (4) Students joined the course with similar and different motives, goals, and motivation. They shifted and were transformed.
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