Teachers and students perceptions about the suit ability of thư listening tasks in american english file 3

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE ❧❧❖ ❧❧ TEACHERS’ AND STUDENTS’ PERCEPTIONS ABOUT THE SUITABILITY OF THE LISTENING TASKS IN ‘AMERICAN ENGLISH FILE 3’ A minor thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN THI LAM Supervised by NGUYEN THI KIEU THU, PH.D HO CHI MINH CITY, JANUARY 2021 ACKNOWLEDGEMENTS I would like to express my heartfelt gratitude to those who support me in completing my research First and foremost, I would like to owe my sincere thanks to my supervisor, Dr Nguyen Thi Kieu Thu for her great patience proofreading my thesis drafts over and over again She also commented my whole thesis with her expert guidance thoroughly and precisely Moreover, she always offers me positive encouragement to implement the current research I have never completed timely my thesis without her wholehearted support Secondly, I would also like to thank the Board of Directors and Board of Department of Foreign Languages at University of People’s Security, who gave me good opportunities to take part in Master’s program Thirdly, my special thanks go to my colleagues, Ms Le Thi Nguyet, Ms Huynh Thi Hoa Sen, and Ms Tran Hoa Mi at the department of foreign languages of University of People’s Security They gave me useful advice along with considerable assistance in accomplishing my thesis Fourthly, I would like to extend my grateful thanks to the teacher and student participants who have spent valuable time completing my questionnaires as well as answering the interview questions Thanks to their active participation, I have finished my thesis Last but not least, I am profoundly indebted to my husband and my beloved parents who always provide me with deep understanding, great encouragement and continuous support Without them, I could have never overcome the obstacles in the way of completing my thesis i STATEMENT OF ORIGINALITY I hereby certify that the minor thesis entitled “TEACHERS’ AND STUDENTS’ PERCEPTIONS ABOUT THE SUITABILITY OF THE LISTENING TASKS IN ‘AMERICAN ENGLISH FILE 3’” is the result of my own work This minor thesis has not previously been accepted for any degree and submitted in any other institutions Ho Chi Minh City, January 30th 2021 Nguyen Thi Lam ii RETENTION OF USE I hereby state that I, Nguyen Thi Lam, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’ Theses deposited in the Library In terms of these conditions, I agree that the original copy of my thesis deposited in the Library should be accessible for purposes of study and research in accordance with the normal conditions established by the Library for the care, loan and reproduction of theses Ho Chi Minh City, January 30th 2021 Nguyen Thi Lam iii LIST OF TABLES Page Table 1.1 Percentage of Communication Table 2.1 A framework for describing tasks 13 Table 2.2 Types of listening practice 16 Table 2.3 Framework for describing tasks 20 Table 3.1 Demographic characteristics of teacher respondents 31 Table 3.2 Demographic characteristics of student respondents 33 Table 3.3 The brief summary of questionnaire items 35 Table 3.4a Reliability statistics’ results for the factor of Goals for the first run 35 Table 3.4b Reliability statistics’ results for the factor of Goals for the second run 36 Table 3.5a Reliability statistics’ results for the factor of Input for the first run 36 Table 3.5b Reliability statistics’ results for the factor of Input for the second run 36 Table 3.6a Reliability statistics’ results for the factor of Integration for the first run 36 Table 3.6b Reliability statistics’ results for the factor of Integration for the second run 37 Table 3.7 Reliability statistics’ results of two items regarding Spearman value 37 Table 3.8 The brief summary of main research questionnaire items for student respondents 38 Table 3.9 The brief summary of main research questionnaire items for teacher respondents 38 Table 3.10a Reliability of teacher questionnaire for the first run 39 Table 3.10b Reliability of teacher questionnaire for the second run 39 Table 3.11 Reliability of student questionnaire 39 Table 4.1 The teachers’ perceptions about students’ listening ability 44 Table 4.2 Teachers’ perceptions about the listening tasks in AEF3 in terms of “Goals” 45 Table 4.3 Teachers’ perceptions about the listening tasks in AEF3 in terms of “Input” 46 Table 4.4 Teachers’ perceptions about the listening tasks in AEF3 in terms of “Integration” 47 Table 4.5 Teachers’ overall perceptions of the listening tasks in AEF3 47 iv Table 4.6 Students perceived their listening ability 48 Table 4.7 Students’ perceptions about the listening tasks in AEF3 in terms of “Goals” 48 Table 4.8 Students’ perceptions about the listening tasks in AEF3 in terms of “Input” 49 Table 4.9 Students’ perceptions about the listening tasks in AEF3 in terms of “Integration” 50 Table 4.10 Students’ overall perceptions of the listening tasks in AEF3 50 Table 4.11 Teachers’ perceptions of students’ memory ability towards knowledge of the listening tasks in AEF3 51 Table 4.12 Teachers’ perceptions of students’ development towards listening skill 52 Table 4.13 Teachers’ perceptions of students’ ability in applying listening knowledge to real life 52 Table 4.14 Teachers’ perceptions of input of the listening tasks in AEF3 53 Table 4.15 Teachers’ perceptions of giving feedback 55 Table 4.16 Teachers’ overall perceptions of the listening tasks in AEF3 56 Table 4.17 Students’ perceptions of development towards listening skill 57 Table 4.18 Students’ perceptions of ability in applying listening knowledge to real life 58 Table 4.19 Students’ perceptions of input of the listening tasks in AEF3 58 Table 4.20 Students’ perceptions of using prior knowledge 60 Table 4.21 Students’ perceptions of giving feedback 60 Table 4.22 Students’ overall perceptions of the listening tasks in AEF3 61 v LIST OF FIGURES Page Figure 2.1 The model of task components 11 Figure 2.2 The different ways in classroom management 13 Figure 2.3 The HURIER listening model 15 Figure 2.4 Bottom-up and top-down processing 20 Figure 2.5 The conceptual framework 28 Figure 3.1 Data collection procedure at University of People’s Security 41 vi LIST OF ABBREVIATIONS AEF3 American English File C Colleague T Teacher S Student N Number of research participants vii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS i STATEMENT OF ORIGINALITY ii RETENTION OF USE iii LIST OF TABLES iv LIST OF FIGURES vi LIST OF ABBREVIATIONS vii TABLE OF CONTENTS viii ABSTRACT xii CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Needs for the study 1.3 Aims of the study 1.4 Research questions 1.5 Significance of the study 1.6 Scope of the study 1.7 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definition of key terms 2.2 Listening skill in English language teaching and learning 2.2.1 Definition of listening 2.2.2 Significance of listening in English language teaching and learning 2.3 Tasks in English language teaching and learning 10 2.3.1 Definition of tasks 10 2.3.2 Importance of tasks 10 2.3.3 Task components 11 2.4 Listening tasks 14 2.4.1 Purposes of listening tasks 14 viii 2.4.2 Types of listening tasks 15 2.4.3 Processing of listening tasks 19 2.5 Perceptions about the suitability of listening tasks 20 2.6 Review of previous studies 22 2.7 The conceptual framework 27 CHAPTER 3: METHODOLOGY 29 3.1 Research design 29 3.2 Research site 30 3.3 The coursebook ‘American English File (AEF3)’ 30 3.4 Participants 31 3.4.1 Teacher participants 31 3.4.2 Student participants 32 3.5 Research instruments 33 3.5.1 Questionnaires 33 3.5.1.1 Pilot questionnaires 34 3.5.1.2 Research questionnaires 37 3.5.2 Interviews 39 3.6 Data collection procedure 40 3.7 Data collection analysis procedure 41 3.7.1 Analyzing data from the questionnaires 41 3.7.2 Analyzing data from the interviews 42 3.8 Summary 43 CHAPTER 4: RESULTS AND DISCUSSION 44 4.1 Data analysis 44 4.1.1 Data analysis from the questionnaire 44 4.1.1.1 Data analysis from the questionnaire to teacher respondents 44 4.1.1.2 Data analysis from the questionnaire to student respondents 48 4.1.2 Data analysis from the interviews 51 4.1.2.1 Data analysis from the interview with teacher respondents 52 4.1.2.2 Data analysis from the interview with student respondents 57 ix sinh viên Thầy/Cơ nhớ kiến thức bạn học 2.2 Những tập nghe sách AEF3 thiết kế giúp sinh viên Thầy/Cô cải thiện khả nghe 2.3 Sinh viên Thầy/Cơ sử dụng kiến thức từ tập nghe sách AEF3 phục vụ cho mục đích giao tiếp 2.4 Những tập nghe sách AEF3 thiết kế giúp sinh viên Thầy/Cô vận dụng kiến thức học lớp vào sống hàng ngày 2.5 Những tập nghe sách AEF3 thiết kế giúp sinh viên Thầy/Cô tăng động lực học kỹ nghe NGỮ LIỆU ĐẦU VÀO// NGỮ NHẬP 2.6 Nội dung tập nghe sách AEF3 lấy từ nguồn thực tế 2.7 Nội dung tập nghe sách AEF3 quen thuộc với sinh viên Thầy/Cô 2.8 Những tập nghe sách AEF3 chứa đựng thông tin thú vị 2.9 Những tập nghe sách AEF3 chứa đựng thơng tin có ý nghĩa 2.10 Có đa dạng loại tập nghe sách AEF3 2.11 Có đa dạng chủ đề nghe sách AEF3 2.12 Độ dài tập nghe sách AEF3 phù hợp với khả tiếng Anh sinh viên Thầy/Cô 2.13 Tốc độ tập nghe sách AEF3 phù hợp với khả tiếng Anh sinh viên Thầy/Cơ SỰ TÍCH HỢP 2.18 Những tập nghe sách AEF3 liên kết với tập kĩ khác 2.19 Thầy/Cô gợi lại kiến thức sinh viên học trước để hoàn thành tập nghe sách AEF3 2.20 Thầy/Cô sửa lỗi sai cho sinh viên sau tập nghe sách AEF3 87 Phần III: Nhận xét chung Những tập nghe sách AEF3 phù hợp phù hợp không phù hợp không phù hợp phù hợp Chân thành cảm ơn hợp tác quý Thầy/Cô nhiều! 88 APPENDIX QUESTIONNAIRE FOR STUDENTS This questionnaire aims to collect data for the study entitled “TEACHERS’ AND STUDENTS’ PERCEPTIONS ABOUT THE SUITABILITY OF THE LISTENING TASKS IN ‘AMERICAN ENGLISH FILE 3’” Please fill your information in the blanks and put a tick () in the right box based on your own perceptions Your responses will greatly contribute to the success of the current thesis Your data collected will be merely used for educational purposes and kept anonymous and confidential The researcher hopes you feel comfortable to participate in doing this survey If you have any problems while responding, please feel free to ask the questions The researcher is always present to handle all your queries Thank you very much for your time and cooperation! Note: ‘American English File 3’ is abbreviated as ‘AEF3’ Part I: Personal Information 1.1 Your gender: Male Female 1.2 Your age: _ 1.3 Years of learning English: _ year(s) 1.4 Your listening ability is: very good good quite good not very good not good Part II: Perceptions for choosing a suitable listening task Please put a tick () in the appropriate box with (1) Strongly agree (2) Agree (3) Partially agree (4) Disagree (5) Strongly disagree ITEMS (1) GOALS 2.1 The listening tasks in AEF3 are designed in such a way that you can improve your listening ability 2.2 You can use knowledge from the listening tasks in AEF3 to serve communicative goals 2.3 The listening tasks in AEF3 are designed in such a way that you can apply knowledge learned in the classroom to the real life 2.4 The listening tasks in AEF3 are designed in such a way that you can increase motivation to learn the listening skill 89 (2) (3) (4) (5) INPUT 2.5 The contents of the listening tasks in AEF3 are familiar to you 2.6 The listening tasks in AEF3 contains interesting information to you 2.7 The listening tasks in AEF3 contains meaningful information 2.8 There are various types of the listening tasks in AEF3 2.9 The length of the listening tasks in AEF3 is suitable for your English ability 2.10 The speed of the listening tasks in AEF3 is suitable for your English ability 2.11 You can understand the contents of the listening tasks in AEF3 INTEGRATION 2.12 You have used your prior knowledge to complete the listening tasks in AEF3 2.13 You can recognize mistakes when your teacher gives you feedback on the listening tasks in AEF3 Part III: Your overall perception The listening tasks in AEF3 are _ very suitable suitable quite suitable not very suitable Thank you very much for your time and cooperation! 90 not suitable APPENDIX BẢNG KHẢO SÁT DÀNH CHO SINH VIÊN Bảng khảo sát nhằm thu thập thông tin cho đề tài nghiên cứu “Nhận thức giáo viên sinh viên phù hợp tập nghe sách ‘American English File 3’” Các bạn vui lòng trả lời câu hỏi cách viết thông tin vào chỗ trống đánh dấu tích () vào ô tương ứng dựa vào nhận thức bạn Những câu trả lời bạn góp phần to lớn cho thành công đề tài Thông tin thu thập sử dụng cho mục đích nghiên cứu giữ bí mật tuyệt đối Chúng hi vọng bạn cảm thấy thoải mái tham gia vào nghiên cứu Nếu bạn có thắc mắc q trình trả lời câu hỏi, bạn đừng ngại đặt câu hỏi cho chúng tơi Chúng tơi ln ln có mặt để giải đáp thắc mắc bạn Xin chân thành cảm ơn hợp tác bạn! Ghi chú: sách ‘American English File 3’ sử dụng với tên viết tắt ‘AEF3’ Phần I: Thông tin cá nhân 1.1 Giới tính bạn: 1.2 Tuổi bạn: _ 1.3 Số năm học tiếng Anh bạn: năm 1.4 Khả nghe tiếng Anh bạn: tốt tốt Nam Nữ tốt không tốt không tốt Phần II: Nhận thức việc chọn lựa tập nghe phù hợp Bạn vui lòng đánh dấu () vào khung tương ứng với (1) = hoàn toàn đồng ý (2) = đồng ý (4) = khơng đồng ý (5) = hồn tồn khơng đồng ý NỘI DUNG (3) = đồng ý phần (1) MỤC ĐÍCH 2.1 Những tập nghe sách AFE3 thiết kế giúp bạn cải thiện khả nghe 2.2 Bạn sử dụng kiến thức từ tập nghe sách AFE3 phục vụ cho mục đích giao tiếp 2.3 Những tập nghe sách AFE3 thiết kế giúp 91 (2) (3) (4) (5) bạn vận dụng kiến thức học lớp vào sống hàng ngày 2.4 Những tập nghe sách AFE3 thiết kế giúp bạn tăng động lực học kỹ nghe NGỮ LIỆU ĐẦU VÀO// NGỮ NHẬP 2.5 Những tập nghe sách AFE3 chứa đựng thông tin thú vị bạn 2.6 Những tập nghe sách AFE3 chứa đựng thơng tin có ý nghĩa 2.7 Nội dung tập nghe sách AFE3 quen thuộc với bạn 2.8 Có đa dạng loại tập nghe sách AEF3 2.9 Độ dài tập nghe sách AFE3 phù hợp với khả tiếng Anh bạn 2.10 Tốc độ tập nghe sách AFE3 phù hợp với khả tiếng Anh bạn 2.11 Bạn hiểu nội dung tập nghe sách AFE3 SỰ TÍCH HỢP 2.12 Bạn sử dụng kiến thức học trước để hoàn thành tập nghe sách AFE3 2.13 Bạn nhận lỗi sai giáo viên sửa sau tập nghe sách AEF3 Phần III: Nhận xét chung Những tập nghe sách AEF3 phù hợp phù hợp không phù hợp không phù hợp phù hợp Chân thành cảm ơn hợp tác bạn nhiều! 92 APPENDIX INTERVIEW FOR TEACHERS What can your students remember after finishing the listening tasks in AEF3? How the listening tasks in AEF3 help your students develop listening ability? How the listening tasks in AEF3 help your students develop communicative ability in your real life? If yes, how your students develop? What you think about inputs of the listening tasks in AEF3 in terms of - The topics of the listening tasks? - The contents of the listening tasks? - The types of the listening tasks? Are the listening tasks in AEF3 more difficult than your students’ ability? Why you think so? How your students use prior knowledge to complete the listening tasks in AEF3? What are the benefits when you give your students feedback after completing the listening tasks in AEF3? How should the listening tasks in AEF3 be arranged to be more suitable? 93 APPENDIX 10 CÂU HỎI PHỎNG VẤN CHO GIÁO VIÊN Sinh viên Thầy/Cơ nhớ sau hồn thành tập nghe sách AEF3? Những tập nghe sách AEF3 giúp sinh viên Thầy/Cô phát triển khả nghe nào? Những nghe sách AEF3 có hỗ trợ sinh viên Thầy/Cơ phát triển khả giao tiếp thực tế khơng? Nếu có, phát triển nào? Thầy/Cơ nghĩ ngữ liệu đầu vào tập nghe sách AEF3 - Về chủ đề nghe? - Về nội dung nghe? - Về dạng nghe? Những nghe sách AEF3 khó khả sinh viên Thầy/Cô không? Tại Thầy/Cô nghĩ vậy? Sinh viên Thầy/Cô sử dụng kiến thức học để áp dụng làm nghe nào? Việc Thầy/Cô sửa lỗi sai sau tập nghe mang lại hiệu sinh viên Thầy/Cô? Những tập nghe nên điều chỉnh cho phù hợp hơn? 94 APPENDIX 11 INTERVIEW FOR STUDENTS How the listening tasks in AEF3 help you develop listening ability? How the listening tasks in AEF3 help you develop communicative ability in your real life? If yes, how you develop? What you think about inputs of the listening tasks in AEF3 in terms of - the topics of the listening tasks? - the contents of the listening tasks? - the types of the listening tasks? Are the listening tasks in AEF3 more difficult than your ability? Why you think so? How you use prior knowledge to complete the listening tasks in AEF3? What are the benefits when your teacher gives you feedback after completing the listening tasks in AEF3? How should the listening tasks in AEF3 be adjusted to be more suitable? 95 APPENDIX 12 CÂU HỎI PHỎNG VẤN CHO SINH VIÊN Những tập nghe sách AEF3 giúp bạn phát triển khả nghe nào? Những tập nghe sách AEF3 có hỗ trợ bạn phát triển khả giao tiếp thực tế không? Nếu có, phát triển nào? Bạn nghĩ ngữ liệu đầu vào tập nghe sách AEF3 - Về chủ đề tập nghe? - Về nội dung tập nghe? - Về dạng tập nghe? Những tập nghe sách AEF3 khó khả bạn khơng? Tại bạn nghĩ vậy? Bạn sử dụng kiến thức học để áp dụng làm tập nghe nào? Việc giáo viên sửa lỗi sai sau tập nghe mang lại hiệu bạn? Những tập nghe sách AEF3 nên điều chỉnh cho phù hợp hơn? 96 APPENDIX 13 TEACHER INTERVIEW TRANSCRIPTS TEACHER (T1) Q1 The contents of the listening tasks involve good vocabulary items, interesting ideas that make students enjoy Students can also remember these things which relate to the lessons and apply to their writing or speaking later Students can remember some vocabulary items that are easy to memorize or learn by heart Q2 Students are better in listening to some main ideas and several specific ideas because the listening tasks in AEF3 are quite long Q3 Yes Some listening tasks in AEF3 are conversations between two people, which help students can listen and learn how to listen the speaking manner in daily life or communicative ways of foreigners The way to change from one idea to another is also a method that helps students develop their communicative ability Nevertheless, the difficulty of security students is in lack of communicative opportunities with foreigners or using English in daily communication Students merely speak English in compulsory situations such as talking to teachers They tend to talk to their friends in Vietnamese Q4 Topics: suitable for students, especially for those who learn English as a foreign language Contents: interesting, close to real life, easy to listen Types: various such as multiple choice, T/F, answer the questions These types offer a variety of the listening tasks and make students interested in learning Q5 The listening tasks in AEF3 are more difficult than students’ ability Some of the students can understand up to 80% and complete all of these tasks The main reason derives from vocabulary There are many strange vocabulary items that students not know Besides, there are different pitches in the same listening task Take a lesson on page as an example, a man talks about his restaurant, but his voice is difficult to listen Moreover, students have difficulties in listening and answering the questions 97 Q6 Yes It is definitely necessary Students feel at ease to recognize structures based on knowledge that they had learnt The structure can be different when students listen the second time Q7 Students will take notes of parts that they have to listen more carefully such as listening to key words or main points in order to complete the listening tasks effectively Q8 There are some listening tasks that are suitable for most of the students; however, some tasks are difficult such as listening and answering the questions Hence, the listening tasks should be easier Furthermore, it is necessary to balance the listening tasks about quality and contents Yes For example, in case listening section has only one task, teachers should design more tasks in order that students can listen one more time and understand the contents of the listening tasks Tasks designed are different from the task in the course book to help students listen again and practice TEACHER (T2) Q1 Two types of students: those who like to listen and those who not Students can listen main ideas and depend on the interest of the listening tasks The number of students who can remember is not many Q2 The listening tasks in AEF3 are not designed with three stages (Pre-listening, While-listening and Post-listening), just focus mainly on While-listening Q3 Students not have convenient environment to practice speaking Hence, it is rough to evaluate students’ communicative ability to apply listening knowledge in real life Q4 Topic: various and cover many fields of life Contents: the listening tasks in AEF3 provide students with knowledge of language and transmit culture as well as living way simultaneously Students can learn lessons about real life through these tasks E.g protecting the environment, which sends the message for keeping the environment clean Types: not very various There are some basic types As a result, teachers have to design more tasks with the purpose of making students more interested and easier for 98 them to Additionally, teachers should design tasks that students can in the real tests Q5 The level of students is not homogeneous In addition, their English knowledge is different There are students who live in remote areas cannot apply English in high school, thus, these students hardly know little English at all It depends on students’ ability Q6 It depends on the amount of time for listening activities If there has enough time, I will remind students of listening techniques As for the listening tasks with topics which had been learnt before, I trigger how to these listening tasks and students can imagine what they have to next Q7 It depends on class time limitation to reach a decision which teachers should consider reminding input or not If there has extra time, teachers should trigger prior knowledge for students In case of lacking time, teachers need to solve all listening tasks in the course book as a priority Q8 In terms of the length of the listening tasks, it should be shorter because the long listening task with irrelevant information make students distracted Firstly, types of the listening tasks should be more various in order to help students apply to international exams Secondly, the listening activities should ensure the three stages: Pre-listening, While-listening, Post-listening Finally, topics should be more reasonable with culture or policy where the coursebook has been used The author of the book should integrate Western with Vietnamese culture as well 99 APPENDIX 14 STUDENT INTERVIEW TRANSCRIPTS STUDENT (S1) Q1 The listening tasks help me slightly develop listening skill because these tasks are difficult, fast and contain lots of new words Q2 Yes, not much The reason is limitation of communicative environment Q3 Topics: various It creates certain difficulties for students because many topics are rather strange to them Contents: various Types: various Hence, students encounter certain difficulties Q4 Yes My listening ability is weak Besides, the speed of speakers is quite fast and the listening tasks are long Q5 Yes It is my basic knowledge My teacher often triggers key words and vocabulary appearing in the listening lessons Q6 Correcting mistakes helps me recognize my own mistakes and understand the lesson better Moreover, I know more vocabulary and listening strategies Q7 The listening tasks should be adjusted to suit students’ ability such as adjusting the speed of listening tasks Teachers should let students listen to vocabulary of the listening tasks first Moreover, teachers should ask students to listen regularly Teachers should combine games in the listening sessions STUDENT (S2) Q1 Slightly develop Q2 Yes, not much I sometimes use in daily communication Q3 Topics: various The listening tasks are extracted from newspapers of countries Contents: close However, there are many difficult listening tasks Types: various Q4 Yes There are long listening tasks and new words that I have never met 100 Q5 Yes I can listen to new words or key words in questions, so I can complete the listening tasks better Moreover, my teachers usually trigger prior knowledge before listening Q6 Effectively It helps me improve my pronunciation Q7 The listening tasks should be shortened Additionally, it is necessary to integrate the listening tasks with closer contents My teacher designs more different types 101 ... of the listening tasks in AEF3 62 4.2 .3 Perceptions about “Integration” of the listening tasks in AEF3 63 4.2.4 Overall perceptions of the listening tasks in AEF3 64 4 .3 Major findings... with students? ?? ability) Teachers? ?? perceptions about the suitability of the listening tasks in AEF3 Students? ?? perceptions about the suitability of the listening tasks in AEF3 Similarities and differences... roles of the listening tasks, the current study aims to investigate the teachers? ?? and students? ?? perceptions about the suitability of the listening tasks in AEF3 in order to analyze and find out their