This study adopted sociocultural theory as the theoretial framework to explore the artifacts used in English classes at a university and how students interacted with artifacts in their English learning process. Data collected from the questionnaire completed by 150 students and interviews with 20 of them were analyzed quantitatively and qualitatively. The findings indicate the highest percentage for the statement that textbooks/course materials were used in the English classes. In addition, students showed high agreement with the use of notebooks and pens/pencils to assist with their rememebering process and understanding more deeply the lectures. They also reported to use Powerpoint in their presentations in the classroom to facilitate the interation between their thinking and the presentation contents. In the interviews, most of the students stated that the textbooks helped them to understand the lessons more clearly and the visuals in the textbooks helped them to contextualize the lessons more easily. From the findings, the article provides implications for teachers and students regarding the use of artifacts in English classes.



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