cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Daviq Rizal
Contact Email
daviqr@walisongo.ac.id
Phone
-
Journal Mail Official
vision@walisongo.ac.id
Editorial Address
Jl. Prof Hamka Ngaliyan Semarang, Jawa Tengah, Indonesia
Location
Kota semarang,
Jawa tengah
INDONESIA
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.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "vol. 13 no. 2 (2024)" : 6 Documents clear
Relationships Between College Students’ Control-Value Appraisals of English Learning, Achievement Emotions, and Empowerment Wang, Jian; Zhang, Xiaohong
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i222915

Abstract

Language learning involves cognitive and non-cognitive factors. Recent research has shifted focus from cognitive outcomes to emotional factors, influenced by positive psychology and an "affective turn" in second language studies. In light of this, the current study preliminarily examined the interrelationships between tertiary-level English learners’ control-value appraisals of English learning, academic emotions (i.e., enjoyment and boredom), and empowerment. A study of 289 non-English major students in southwest China used convenience sampling and quantitative questionnaires to assess their control-value appraisals of English learning, boredom, enjoyment, and empowerment. The findings indicate that learners’ enjoyment and value appraisals of English learning were at an upper-middle level, while control appraisal and empowerment were at a moderate level. Boredom, however, was rated at a lower middle level. Furthermore, there were significant correlations between these variables. Overall, control and value appraisals played a substantial role in predicting learners’ achievement emotions and empowerment. The affective aspects of language learners are essential elements that potentially shape their learning processes and outcomes. This study suggests that to empower students in their language learning journey, teachers should help them recognize the meaningfulness of language learning, bolster their self-efficacy, and create an engaging and enjoyable learning environment.
Relationships Between College Students’ Control-Value Appraisals of English Learning, Achievement Emotions, and Empowerment Jian Wang; Xiaohong Zhang
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i222915

Abstract

Language learning involves cognitive and non-cognitive factors. Recent research has shifted focus from cognitive outcomes to emotional factors, influenced by positive psychology and an "affective turn" in second language studies. In light of this, the current study preliminarily examined the interrelationships between tertiary-level English learners’ control-value appraisals of English learning, academic emotions (i.e., enjoyment and boredom), and empowerment. A study of 289 non-English major students in southwest China used convenience sampling and quantitative questionnaires to assess their control-value appraisals of English learning, boredom, enjoyment, and empowerment. The findings indicate that learners’ enjoyment and value appraisals of English learning were at an upper-middle level, while control appraisal and empowerment were at a moderate level. Boredom, however, was rated at a lower middle level. Furthermore, there were significant correlations between these variables. Overall, control and value appraisals played a substantial role in predicting learners’ achievement emotions and empowerment. The affective aspects of language learners are essential elements that potentially shape their learning processes and outcomes. This study suggests that to empower students in their language learning journey, teachers should help them recognize the meaningfulness of language learning, bolster their self-efficacy, and create an engaging and enjoyable learning environment.
English Teachers' Techniques and Approaches for Teaching Reading Comprehension in Ghanaian Senior High Schools Kathy Oppong-Poku; Kershnee Sevnarayan
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i223691

Abstract

The declining performance of Senior High School English second-language learners in English-language examinations in Ghana has raised concerns about the effectiveness of teaching methods. Despite existing research on instructional strategies, there is a paucity of studies examining the specific techniques and approaches SHS teachers use to improve English reading comprehension among second-language learners. This study aimed to investigate the teaching techniques and approaches used by senior high school teachers in Ghana to enhance English reading comprehension, identify factors that influence the choice of technique, and explore teachers’ perceptions of their influence on learner learning outcomes. A qualitative case study design was employed, with purposeful sampling. The study adopted a constructivist approach to discuss the findings. Data were collected through focus group discussions and in-depth interviews with nine teachers from two schools. The findings revealed that teachers employed various techniques, included silent reading, scanning, skimming, and combination approaches. Skimming and scanning techniques were most preferred. Factors influencing technique choice included medium of instruction, teacher proficiency, and textbook availability. Learner's disinterest in reading emerged as a significant challenge. The study emphasizes the importance of teacher training, the accessibility of educational resources, and strategies to foster learner engagement. Findings inform educational policy and practice, emphasizing the importance of addressing English second language teacher capacity, resource availability, and learner motivation to improve English language learning outcomes.
Implementing Activity-Based Presentation in Higher Education and Describing Presenters' Presentation Skills Siti Tarwiyah; Nuna Mustikawati Dewi; Betty Fitria Nita Sari; Muhammad Hirza Qusuma Dani
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i223737

Abstract

Activity-Based Presentation (ABP) is known for engaging students through experiential tasks. However, its implementation in higher education requires further exploration. This study aims to explain the implementation of ABP and to describe the presenters’ presentation skills. Twenty-six pre-service teachers who attended the English Across Curriculum class became the subjects of this study.  Based on participants’ presentations, the researchers explained the implementation of ABP and described their presentation skills. Data on ABP implementation were analyzed using three stages of the interactive model of analysis: data condensation, data display, and conclusion drawing. Meanwhile, data on the pre-service teachers’ presentation skills were analyzed to determine the mean for each skill. This study shows that participants manage classroom presentations using methods such as ICARE, KWL Chart, Jigsaw, Text-Based Learning, Gallery Walk, Problem-Based Learning, expository, and demonstration. They have relatively good presentation skills, which support the achievement of presentation objectives. The achievement is proven by the audience's good weekly scores. This research exemplifies the enactment of integrated learning, primarily intended to equip pre-service teachers with content knowledge and presentation skills simultaneously. However, further development is needed to make this approach reach a more meaningful and impactful presentation. More studies on ABP also still need to be carried out to enhance its effectiveness.
Students' Perceptions of Material Relevance and Instructor Feedback in Arabic and English Courses for Constitutional Law Renggi Vrika; Melisa Rezi; Meli Fauziah; Mazlin Mohamed Mokhtar
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i223716

Abstract

This study examines students' perceptions of English and Arabic language instruction delivered within constitutional law courses, with particular attention to the alignment between course content and disciplinary needs. A mixed-methods design was employed: 153 respondents, selected through purposive sampling, completed a questionnaire, of whom 15 participated in follow-up semi-structured interviews. Questionnaire data were analyzed descriptively, and interview data were analyzed thematically. The analysis revealed a misalignment between the language content delivered and the disciplinary requirements of constitutional law students, as participants reported that instructional materials centered on general-purpose language topics with limited relevance to their field. A second finding concerned the scarcity of instructor feedback, which constrained students' ability to identify weaknesses and improve systematically and may impede the development of competencies central to legal study, including the analysis of legal texts and the appropriate use of legal register. These findings suggest that language curricula for legal disciplines should be designed more closely around students' specific academic and professional needs, and that targeted, discipline-sensitive feedback is an essential component of such provision. The study thus underscores the value of aligning language instruction with the demands of specialized fields to foster meaningful and effective learning.
The Implementation of Digital Support for Punctuation in Academic Writing of EFL Students Daviq Rizal; Dwi Arni Siti Margiyanti; Lauwwanaddahri Jaufanishshofa; Nida Ayu Dewanti
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i224039

Abstract

Punctuation contributes independently to the quality of academic writing. However, little is known about how EFL students manage it in an environment saturated with automated writing tools. This study identified the digital supports that EFL students use in relation to their punctuation knowledge and skills in academic writing. It determined the extent to which these supports are used and relied upon. A cross-sectional survey was administered via Google Forms to students at fifteen universities, yielding 145 responses, and semi-structured interviews were subsequently conducted with seven participants selected for their experience with digital writing support. Survey data were analyzed using descriptive statistics, and interview data were analyzed thematically. Results indicate extensive but weakly informed reliance. Most participants wrote academically at least weekly yet placed themselves at intermediate or basic proficiency, and a slightly larger proportion used digital tools at least weekly than wrote at that frequency. Grammarly was named roughly twice as often as any other tool, alongside smaller checkers and the built-in functions of ordinary word processors; no tool named was designed specifically for punctuation. A notable contradiction emerged: nearly four in five participants used grammar-checking software expressly to correct punctuation, yet fewer than one in thirty identified punctuation checking as a valuable feature, suggesting that students absorb punctuation feedback into their conception of grammar. Only about half had received formal instruction in using these tools, and most rated their effectiveness as moderate. Institutions should therefore treat competence with automated feedback as a teachable skill and make punctuation explicitly visible in writing instruction.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 14 No. 2 (2025) Vol. 14 No. 1 (2025) Vol. 13 No. 2 (2024) Vol. 13 No. 1 (2024) Vol 12, No 2 (2023) Vol. 12 No. 2 (2023) Vol 12, No 1 (2023) Vol 11, No 2 (2022) Vol 11, No 1 (2022) Vol 10, No 2 (2021) Vol 10, No 1 (2021) Vol 9, No 2 (2020) Vol 9, No 1 (2020) Vol 8, No 2 (2019) Vol 8, No 1 (2019) Vol 7, No 2 (2018) Vol 7, No 1 (2018) Vol 6, No 2 (2017) Vol 6, No 1 (2017) Vol 5, No 2 (2016) Vol 5, No 1 (2016) Vol 4, No 2 (2015) Vol 4, No 1 (2015) Vol 3, No 2 (2014) More Issue