Iranian Journal of Language Teaching Research 5(2), (July, 2017) 141-144 141 * Corresponding author: Urmia University, Iran Email address: trahmati58@gmail.com © Urmia University Press Urmia University Activity Theory in Education: Research and Practice, Dilani S. P. Gedera and P. John Williams (eds). Sense Publishers, Rotterdam (2016). xi + 198 pp., ISBN: 978-94- 6300-385-8 (pbk) Teymour Rahmati Kelahsarayi a, * , Karim Sadeghi a Urmia University, Iran Activity Theory in Education: Research and Practice is a collection of eleven papers on the application of Activity Theory (AT) to investigate the what and how of developments(s) in education. The articles are characterized by their wide geographical scope and variable educational themes. The Foreword, by Yrjӧ Engestrӧm, describes the volume as “such a much needed collection of practical experiences, theoretical insights and empirical research findings on the use of Activity Theory in educational settings” (p. vii). Then, Marilyn Fleer’s Introduction to the volume specifies that studies categorized under AT research have a number of characteristics in common. These include focusing on transitions caused by tensions/contradictions, adopting a holistic approach to research, emphasizing historical developments to capture dynamic motions across time and generation, ensuring theoretical robustness in data collection and interpretation, and admitting the role of the researcher in providing insights into the process of development. Careful scrutiny of the papers, organized around four sections, shows that these features have served as the selection criteria for the articles included in the volume. Section one begins with Alcuin Ivor Mwalongo’s study on student teachers’ perceptions of effective ways for promoting critical thinking through asynchronous discussion forums. The analysis of data from an AT perspective reveals that the manner in which tools are used by subjects, effective performance of their roles by community members, and the use of tools to resolve real-life problems positively influences the promotion of open-mindedness, achievement of expected outcomes, and meaningful engagement of subjects in the application of tools. Content list available at www.urmia.ac.ir/ijltr Iranian Journal of Language Teaching Research (Book Review)