Vision: Journal for Language and Foreign Language Learning
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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<![CDATA[Text Analysis to Enhance Flow of Ideas Fluency and Conjugation Accuracy of EFL Students’ Writing ]]>
<![CDATA[Rustipa, Katharina]]>;
<![CDATA[Soepriatmadji, Liliek]]>;
<![CDATA[Rahayu, Endang Yuliyani]]>;
<![CDATA[Kasprabowo, Teguh]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv13i118687
<![CDATA[Empirical studies revealed the EFL students’ writing problems, such as incomplete paragraph development and conjugation accuracy. These problems affected the overall text coherence. These problems have inspired teacher researchers to investigate alternative instructional techniques to improve the flow of ideas and conjugation accuracy of EFL students' paragraphs. This current research aims to investigate mood and paragraph structure analysis effectiveness to develop the conjugation accuracy and flow of ideas fluency in EFL students' paragraphs. This study followed an experimental design utilizing control and experimental groups. The research subjects comprised 30 2nd-year undergraduate EFL learners who were at an intermediate level of English proficiency. Data for this research were collected using multiple methods, including tests, documentation, and interviews. The research results revealed that mood analysis and paragraph-structure analysis were effective techniques for improving the conjugation accuracy and idea flow fluency of EFL students' writing. Thus, it is recommended that mood and paragraph structure analyses be alternative techniques to teach paragraph writing. ]]>
<![CDATA[“Do I really recognize it?” Delving into English Language Learners’ Identity Construction ]]>
<![CDATA[Mudra, Heri]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv13i218968
<![CDATA[Learners must construct a learning identity to succeed when learning English. This current study attempted to discuss English language learners’ (ELLs) insights on language learning identity construction. A survey study collected quantitative data from 219 ELLs in several Indonesian universities. Questionnaires were distributed and completed via online mode (i.e., Google Forms), and a two-week due time was assigned for each participant. As for results, various insights emerged as the ELLs recognized their identity construction. They have identity aspects such as linguistics, belongingness, expectation, attitude, and agency. Each aspect helped to form ELLs’ identity construction in many ways, including learning competence, socio-cultural awareness, educational component, and psychological conviction. Identity construction is not complicated to achieve as long as ELLs have strong learning commitment. In addition, it is implied that this study is paramount to empower pedagogical strategies, educational policies, and academic performance. ]]>
<![CDATA[Exploring the Integration of Artificial Intelligence in Vietnamese Tertiary EFL Education: Teacher Perspectives and Pedagogical Challenges ]]>
<![CDATA[Hieu, Hua Hong]]>;
<![CDATA[Thao, Le Thanh]]>;
<![CDATA[Thuy, Pham Trut]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
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DOI: 10.21580/vjv13i120398
<![CDATA[This qualitative study investigates the concerns of Vietnamese tertiary English as a Foreign Language (EFL) teachers regarding the integration of Artificial Intelligence (AI) in their classrooms. As educational landscapes evolve with technological advancements, understanding educators’ perspectives on AI becomes crucial, especially in settings where technological integration is still emerging. The study involved semi-structured interviews with nine EFL teachers from two Vietnamese institutions, categorized into three career stages: novice, mid-career, and near-end career. This approach provided insights into the varying perceptions and challenges experienced by teachers at different professional phases. The findings revealed four main themes: “Technological Integration Challenges in EFL Classrooms,” highlighting the difficulties in incorporating AI tools into teaching practices; “Pedagogical Concerns and AI’s Impact on Teacher-Student Interaction,” expressing worries about how AI might alter traditional educational dynamics; “Professional Development and Readiness for AI Integration,” emphasizing the need for targeted training; and “Concerns about AI’s Impact on Student Learning Outcomes,” focusing on the effectiveness of AI in enhancing student achievement. These themes suggest a need for comprehensive professional development in AI, careful implementation that considers the human element in education, and adaptable strategies for AI integration across different career stages. This research contributes to the growing discourse on AI in education, highlighting specific challenges and needs in the Vietnamese tertiary EFL context.]]>
<![CDATA[Influence of Teacher Attributes on the Use of Resources in Teaching English Grammar ]]>
<![CDATA[Odutayo, Adesegun Olayide]]>;
<![CDATA[Ishola, Abdulkareem Farooq]]>;
<![CDATA[Adewuyi, Habeeb Omoponle]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
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DOI: 10.21580/vjv13i220607
<![CDATA[English is a critical subject at every stage of the Nigerian educational system, so it is imperative to guarantee success that corresponds with the substantial resources and time invested in teaching and studying. This research looked at the influence of teachers' attributes on using resources to teach English grammar in English by adopting a descriptive survey research design. All English language instructors employed in public and private secondary schools in Ilorin were the subject of this investigation. This study’s sample comprised 268 English language instructors. A questionnaire created by the researchers was utilized. The data gathered was subjected to reliability assessment using Pearson’s Product Moment Correlation (PPMC). There was a 0.81 correlation coefficient. Mean and percentage were chosen to respond to the study questions posed. The One-Way Analysis of Variance (ANOVA) and the independent t-test were used to evaluate the generated hypotheses at the 0.05 significant level. The results show that the most regularly utilized resources for teaching English grammar were print materials and textbooks, audiovisual aids, models and manipulatives, and digital technologies. It was recommended that curriculum designers continue to promote more realistically oriented materials, as this will help to engage students more and support the efforts of teachers.]]>
<![CDATA[Korean as a Foreign Language Learners’ Motivation: Language Learning Stories from Indonesian Learners ]]>
<![CDATA[Chandra, Yuliyanto]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
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DOI: 10.21580/vjv13i220666
<![CDATA[Although the Korean Wave has grown exponentially in Indonesia, much of the linguistic landscape has not received enough attention in the literature, especially the motivational aspect. Based on the L2 Motivation Self System (L2MSS), the present study focuses on the language learning stories of Indonesian learners of Korean as a foreign language (KFL)—consisting of two females and one male. Their language learning stories cover the past, present, and future trajectories of their language learning. Four salient themes are generated through the interview–the questions of which were partially based on the Language Learning Story Interview. The first theme is related to the pure interest in the popular culture of Korea—mostly related to the exponential growth of the Korean Wave. The second theme is characterized by the aspiration to get jobs in Korea. The third theme concerns education or the desire to pursue higher education in Korea. Lastly, parental support and intercultural marriage form the last source of motivation and contribute to creating a supporting learning environment. Conclusively, this study reveals that Indonesian KFL learners mostly exhibit both ideal L2 self and ought-to L2 self–with the former being more dominant than the latter. Implications of the study are also provided.]]>
<![CDATA[Text Analysis to Enhance Flow of Ideas Fluency and Conjugation Accuracy of EFL Students’ Writing ]]>
<![CDATA[Rustipa, Katharina]]>;
<![CDATA[Soepriatmadji, Liliek]]>;
<![CDATA[Rahayu, Endang Yuliyani]]>;
<![CDATA[Kasprabowo, Teguh]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/vjv13i118687
<![CDATA[Empirical studies revealed the EFL students’ writing problems, such as incomplete paragraph development and conjugation accuracy. These problems affected the overall text coherence. These problems have inspired teacher researchers to investigate alternative instructional techniques to improve the flow of ideas and conjugation accuracy of EFL students' paragraphs. This current research aims to investigate mood and paragraph structure analysis effectiveness to develop the conjugation accuracy and flow of ideas fluency in EFL students' paragraphs. This study followed an experimental design utilizing control and experimental groups. The research subjects comprised 30 2nd-year undergraduate EFL learners who were at an intermediate level of English proficiency. Data for this research were collected using multiple methods, including tests, documentation, and interviews. The research results revealed that mood analysis and paragraph-structure analysis were effective techniques for improving the conjugation accuracy and idea flow fluency of EFL students' writing. Thus, it is recommended that mood and paragraph structure analyses be alternative techniques to teach paragraph writing. ]]>
<![CDATA[“Do I really recognize it?” Delving into English Language Learners’ Identity Construction ]]>
<![CDATA[Mudra, Heri]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/vjv13i218968
<![CDATA[Learners must construct a learning identity to succeed when learning English. This current study attempted to discuss English language learners’ (ELLs) insights on language learning identity construction. A survey study collected quantitative data from 219 ELLs in several Indonesian universities. Questionnaires were distributed and completed via online mode (i.e., Google Forms), and a two-week due time was assigned for each participant. As for results, various insights emerged as the ELLs recognized their identity construction. They have identity aspects such as linguistics, belongingness, expectation, attitude, and agency. Each aspect helped to form ELLs’ identity construction in many ways, including learning competence, socio-cultural awareness, educational component, and psychological conviction. Identity construction is not complicated to achieve as long as ELLs have strong learning commitment. In addition, it is implied that this study is paramount to empower pedagogical strategies, educational policies, and academic performance. ]]>
<![CDATA[Exploring the Integration of Artificial Intelligence in Vietnamese Tertiary EFL Education: Teacher Perspectives and Pedagogical Challenges ]]>
<![CDATA[Hieu, Hua Hong]]>;
<![CDATA[Thao, Le Thanh]]>;
<![CDATA[Thuy, Pham Trut]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/vjv13i120398
<![CDATA[This qualitative study investigates the concerns of Vietnamese tertiary English as a Foreign Language (EFL) teachers regarding the integration of Artificial Intelligence (AI) in their classrooms. As educational landscapes evolve with technological advancements, understanding educators’ perspectives on AI becomes crucial, especially in settings where technological integration is still emerging. The study involved semi-structured interviews with nine EFL teachers from two Vietnamese institutions, categorized into three career stages: novice, mid-career, and near-end career. This approach provided insights into the varying perceptions and challenges experienced by teachers at different professional phases. The findings revealed four main themes: “Technological Integration Challenges in EFL Classrooms,” highlighting the difficulties in incorporating AI tools into teaching practices; “Pedagogical Concerns and AI’s Impact on Teacher-Student Interaction,” expressing worries about how AI might alter traditional educational dynamics; “Professional Development and Readiness for AI Integration,” emphasizing the need for targeted training; and “Concerns about AI’s Impact on Student Learning Outcomes,” focusing on the effectiveness of AI in enhancing student achievement. These themes suggest a need for comprehensive professional development in AI, careful implementation that considers the human element in education, and adaptable strategies for AI integration across different career stages. This research contributes to the growing discourse on AI in education, highlighting specific challenges and needs in the Vietnamese tertiary EFL context.]]>
<![CDATA[Influence of Teacher Attributes on the Use of Resources in Teaching English Grammar ]]>
<![CDATA[Odutayo, Adesegun Olayide]]>;
<![CDATA[Ishola, Abdulkareem Farooq]]>;
<![CDATA[Adewuyi, Habeeb Omoponle]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/vjv13i220607
<![CDATA[English is a critical subject at every stage of the Nigerian educational system, so it is imperative to guarantee success that corresponds with the substantial resources and time invested in teaching and studying. This research looked at the influence of teachers' attributes on using resources to teach English grammar in English by adopting a descriptive survey research design. All English language instructors employed in public and private secondary schools in Ilorin were the subject of this investigation. This study’s sample comprised 268 English language instructors. A questionnaire created by the researchers was utilized. The data gathered was subjected to reliability assessment using Pearson’s Product Moment Correlation (PPMC). There was a 0.81 correlation coefficient. Mean and percentage were chosen to respond to the study questions posed. The One-Way Analysis of Variance (ANOVA) and the independent t-test were used to evaluate the generated hypotheses at the 0.05 significant level. The results show that the most regularly utilized resources for teaching English grammar were print materials and textbooks, audiovisual aids, models and manipulatives, and digital technologies. It was recommended that curriculum designers continue to promote more realistically oriented materials, as this will help to engage students more and support the efforts of teachers.]]>
<![CDATA[Korean as a Foreign Language Learners’ Motivation: Language Learning Stories from Indonesian Learners ]]>
<![CDATA[Chandra, Yuliyanto]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/vjv13i220666
<![CDATA[Although the Korean Wave has grown exponentially in Indonesia, much of the linguistic landscape has not received enough attention in the literature, especially the motivational aspect. Based on the L2 Motivation Self System (L2MSS), the present study focuses on the language learning stories of Indonesian learners of Korean as a foreign language (KFL)—consisting of two females and one male. Their language learning stories cover the past, present, and future trajectories of their language learning. Four salient themes are generated through the interview–the questions of which were partially based on the Language Learning Story Interview. The first theme is related to the pure interest in the popular culture of Korea—mostly related to the exponential growth of the Korean Wave. The second theme is characterized by the aspiration to get jobs in Korea. The third theme concerns education or the desire to pursue higher education in Korea. Lastly, parental support and intercultural marriage form the last source of motivation and contribute to creating a supporting learning environment. Conclusively, this study reveals that Indonesian KFL learners mostly exhibit both ideal L2 self and ought-to L2 self–with the former being more dominant than the latter. Implications of the study are also provided.]]>
