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Vision: Journal for Language and Foreign Language Learning
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 27459667     EISSN : 25414399     DOI : 10.21580/vjv
Core Subject : Humanities, Art,
Arts Humanities
VISION: Journal for Language and Foreign Language Learning, published twice a year, this journal, serving as a forum for the study of language teaching learning in Indonesia and other parts of the world within its local and challenging global context, supports focused studies of particular theme and interdisciplinary studies. VISION: Journal for Language and Foreign Language Learning has become a medium of diffusion and exchange of ideas and research findings, so much so that researchers, writers, and readers from various traditions of learning have interacted in the scholarly manner. This journal warmly welcomes contributions from scholars of related disciplines.
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Articles 5 Documents
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Search results for , issue "Vol. 12 No. 2 (2023)" : 5 Documents clear
Exploring EFL Pre-Service Teachers’ Critical Incidents in Microteaching Practicum Maharsi, Ista
Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i217108

Abstract

This paper analyzes pre-service teachers’ critical incidents as reflected in their e-portfolios during their teaching simulation in the microteaching course. Three cycles of teaching practice were scheduled for each student-teacher. Thirty-six student-teacher critical incidents and e-portfolios were analyzed. Data were collected mainly from their e-portfolios containing their critical incidents. In addition, observations and focus group discussions were conducted to triangulate and confirm the students’ critical incidents. Results showed that of the total 130 critical incidents, 60 occurred in their first, 38 in their second, and 34 in their third teaching cycle. It indicates that the pre-service teachers struggle more at the beginning of their teaching practicum, go through the learning process, and develop their understanding of teaching. In addition, the student-teachers are empowered by obtaining the ability to sense the theoretical and practical gaps in teaching, indicate teaching problems and complexity, become aware of the challenging classroom management issues, and future professional development. This study highlights the importance of reflective practices such as critical incident analyses to be induced in teacher training programs. Through critical incident identification, pre-service teachers are trained to develop their reflection-on-action skills, pedagogical awareness, and choices and sharpen their sense of teaching problems, particularly when encountering theory-practice gaps.
Parents’ Perceptions on the Efficacy of Yorùbá Folktales in Cultivating Moral Values among the Youths Badru, Surajudeen Adewale; Odutayo, Adesegun Olayide
Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i117491

Abstract

A quantitative study of parents’ perception of the efficacy of Yoruba folktales in cultivating moral values among the youths in Oyo State of Nigeria was reported in this study. Six hundred twelve parents selected through accidental sampling technique participated in the study. A 14-item close-ended researcher-designed questionnaire was employed for data collection. Mean, standard deviation, and the t-test were used for data analysis. The study’s findings revealed that the parents’ perception of the efficacy of Yoruba folktales in cultivating moral values among the youths was high, and there was a significant gender influence on their perception. The study concluded that Yoruba folktales cultivate moral values among the youth. It was recommended that parents should intensify efforts in ensuring that they engage their children with folktale narration and employ the moral values embedded in the tales to mold and educate their children to become good citizens. 
Learning Ecology Perspective of Instructors to Enhance EFL Students' Speaking Skills: a Microsystem Perspective of Bronfenbrenner's Bioecological Model Rahimi, Mahmood
Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i118058

Abstract

Learning ecology is considered a practical part of language learning, particularly speaking skills. In applicable terms, understanding ecological perspectives assists students in practicing speaking and other language skills better. Given the significance of learning ecology, this study investigates EFL instructors' perspectives on learning ecology to boost students' speaking skills using a microsystem viewpoint of Bronfenbrenner's Bioecological Model. The study stresses the gap in understanding the pivotal role of teachers' learning ecology perspectives in improving students' English-speaking skills. This study applied a qualitative research methodology with a phenomenological design to study teachers' perceptions of learning ecology. Data was collected through semi-structured interviews with EFL Instructors in Indonesia with a triangulation of data sources to ensure validity and reliability. For data analysis, thematic analysis was used to search for reoccurring themes. The findings revealed that EFL instructors in Indonesia perceive learning ecology as highly influential for speaking skills. To take maximum advantage of it, instructors in Indonesia apply strategies like interactive learning and sufficient exposure. However, they also shed light on challenges in terms of the unavailability of native speakers. Their reflection on the microsystem proposed bringing EFL speaking to a more practical context. The findings of this study contribute to our understanding of how teachers may construct a learning environment that fosters the development of ESL learners' speaking skills, influenced by Bronfenbrenner's Bioecological Model’s microsystem layer. 
Challenges of Writing Research Articles in English for University-Level EFL Teachers Tiwari, Hari Prasad
Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i118591

Abstract

Writing research articles in English is a challenging task for non-native speakers of English, as it requires linguistic competence, rhetorical awareness, disciplinary knowledge, and familiarity with the research writing conventions. The qualitative study explores English non-native speakers' challenges while writing research articles (RAs) in English. The participants were 12 university-level English as a Foreign Language (EFL) teachers selected using snowball sampling. The data was collected using semi-structured interviews and analyzed using a thematic approach. The findings revealed four challenges: linguistic, rhetorical, disciplinary, and cultural. Linguistic challenges affect the clarity and credibility of the writing. In contrast, rhetorical challenges involve following the conventions, arguments, and citations of RAs in English. Disciplinary challenges require adapting to the norms and practices of different fields of study, and cultural challenges reflect the preferences for directness, formality, and objectivity in writing. The study shows the complexity and interrelatedness of these challenges and suggests a flexible and nuanced approach to overcome them.
The Mapping Multimodal Teaching Materials for Indonesian EFL Students: A Need Analysis Tandiana, Soni Tantan; Abdullah, Fuad; Andriani, Agis; Hidayati, Arini Nurul; Rosmala, Dewi
Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i219990

Abstract

Multimodality has gained burgeoning attention among scholars from miscellaneous disciplines, such as Linguistics, Discourse Analysis, Semiotics, Sociology, Anthropology, Cultural Studies, and Language Pedagogy. Nevertheless, little is known about the issue of what teaching materials students need to develop their multimodal literacy, notably in the Indonesian EFL milieu. Hence, this case study addresses this void by examining what type of teaching materials university undergraduate students need to cultivate their multimodal literacy. This study involved 99 undergraduate students from three diverse classes as the participants. The data were garnered through a qualitative survey and semi-structured interviews. They were analyzed using thematic analysis (Braun & Clarke, 2006). The findings outlined the needed multimodal teaching materials by the students encompass praxis-oriented multimodal teaching materials, awareness-raising multimodal teaching materials, academic and professional orientation of multimodal teaching materials, simplified and understandable multimodal teaching materials, critical multimodal teaching materials, and visual-verbal relation-informed teaching materials.  The shifting needs of communication, literacy, and 21st-century learning skills remain crucial as a nexus between literacy policies and practices in higher education contexts, especially in Indonesia. More importantly, this study attempts to promote the magnitude of multimodal literacy in language education. 

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