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INDONESIA
VISION
Published by Universitas Islam Negeri Sumatera Utara
ISSN : 20864213     EISSN : 27457982     DOI : http://dx.doi.org/10.30829/vis.v17i2
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
VISION is focused on research on English language education, English literature, and English Linguistics, within sub categories: English Language Teaching and Learning, English Language Curriculum Practice dan Development, Implementation of Technologies in English, Language Teaching and Learning, English Language Testing and Evaluation, Teaching English for Young Learners, English Teachers` Training, Teacher Education and Professional Development, Language Acquisition, Bilingual and Multilingual Education, English for, Specific Purposes, English Linguistics, English Literacy, Sociolinguistics, Psycholinguistics, and Neurolinguistics, Discourse Analysis, Translation in English
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
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Search results for , issue "Vol 21, No 2 (2025)" : 5 Documents clear
INDONESIAN EFL STUDENTS' PERCEPTIONS AND CHALLENGES IN DEVELOPING ACADEMIC LISTENING COMPETENCE: A MIXED-METHOD INVESTIGATION Siregar, Deasy Yunita; Nadilla, Syakiroh; Yulfiar, Mutia Syahira; Rayani, Juwita Rinda; Gayatri, Alvionita; Arsyah, Afifah
VISION Vol 21, No 2 (2025)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v21i2.5096

Abstract

This research examines how students perceive and understand academic listening, a fundamental skill for success in educational settings. Through questionnaire distribution among secondary and tertiary students, the study identifies common obstacles and approaches students employ when engaging with academic content. Findings reveal that although students acknowledge academic listening's significance, many encounter difficulties processing lecture structures, identifying key information, and maintaining focus during extended listening sessions. The restricted exposure to authentic academic discourse and insufficient training in specialized listening strategies compound these challenges. Recommendations include implementing systematic listening practice, enhancing exposure to genuine academic materials, and incorporating technology-based tools for autonomous skill development.
PRE-SERVICES ENGLISH TEACHERS' READINESS FOR AI-INTEGRATED LANGUAGE TEACHING IN THE INDONESIAN CONTEXT Rohmatunnisa, Hanifah; Labibah, Faiha Salwa; Setyorini, Hanifah Azzahra; Zulfa, Siti
VISION Vol 21, No 2 (2025)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v21i2.5065

Abstract

The rapid growth of artificial intelligence (AI) in education is a factor introducing significant changes in teaching English as a foreign language (EFL). Many AI-based applications, including chatbots, automated feedback systems, and adaptive platforms, offer the possibility to develop more interactive and personalized learning. Nonetheless, the implementation of AI will be successful if teachers are willing to learn, adapt, and implement it well. The study sought to see the extent to which teachers in Indonesia who teach English are prepared to adopt AI technology in learning activities. The areas studied were teachers' awareness, perceived benefits, difficulties, and flexibility towards AI. The results of this study to provide an initial picture of teachers' willingness to be exposed to digital transformation and can serve as a basis for developing more relevant training and education policies.
ENHANCING ENVIRONMENTAL VOCABULARY THROUGH ECOLINGUISTIC TEXTS: AN EXPERIMENTAL STUDY WITH UPMI ENGLISH LEARNERS Hariati, Puji
VISION Vol 21, No 2 (2025)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v21i2.4833

Abstract

This study examines the effectiveness of ecolinguistic texts in enhancing environmental vocabulary acquisition among English Education students at Universitas Pembinaan Masyarakat Indonesia (UPMI). Employing a quasi experimental pre-test post-test control group design, the study involved 60 second-year students divided equally into experimental and control groups. The experimental group received instruction through ecolinguistic texts integrating environmental themes, while the control group used conventional English materials. Data were analyzed using paired-sample and independent-sample t-tests. The findings reveal a statistically significant improvement in environmental vocabulary mastery in the experimental group compared to the control group. These results suggest that ecolinguistic texts provide meaningful contextualization, support semantic networking, and foster deeper lexical engagement. The study contributes to sustainability-oriented English language teaching and supports the integration of ecolinguistics into EFL curricula as part of Education for Sustainable Development (ESD).
REVISITING KRASHEN’S SLA THEORY THROUGH MODERN PSYCHOLINGUISTICS Mastawiyah, Elvi
VISION Vol 21, No 2 (2025)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v21i2.4937

Abstract

This paper aims to critically examine Stephen Krashen's theory of language acquisition within the context of modern psycholinguistics. The approach used is a critical theoretical review, comparing Krashen's five main hypotheses with recent findings in neurolinguistics and cognitive science. The main criticisms of this theory lie in its empirical limitations, methodological weaknesses, and lack of integration with contemporary neurocognitive evidence. Nevertheless, this review confirms Krashen's important contribution as a foundation for the study of second language acquisition, while emphasizing the need to update the concepts of input and language acquisition processes to align with a more empirically evidence-based psycholinguistic approach.
EXPLORING INDONESIAN EFL TEACHERS’ READINESS FOR INTEGRATING ARTIFICIAL INTELLIGENCE IN CLASSROOM PRACTICES Fitriah, Alifah Dian; Aprilia, Erlanda; Tania, Hanna Amelia; Nahartini, Desi; Hidayat, Didin Nuruddin
VISION Vol 21, No 2 (2025)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v21i2.5086

Abstract

The rapid growth of artificial intelligence (AI) in education is a factor introducing significant changes in teaching English as a foreign language (EFL). Many AI-based applications, including chatbots, automated feedback systems, and adaptive platforms, offer the possibility to develop more interactive and personalized learning. Nonetheless, the implementation of AI will be successful if teachers are willing to learn, adapt, and implement it well. The study sought to see the extent to which teachers in Indonesia who teach English are prepared to adopt AI technology in learning activities. The areas studied were teachers' awareness, perceived benefits, difficulties, and flexibility towards AI. The results of this study to provide an initial picture of teachers' willingness to be exposed to digital transformation and can serve as a basis for developing more relevant training and education policies.

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