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Daviq Rizal
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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 2 Documents
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Search results for , issue "Vol. 14 No. 1 (2025)" : 2 Documents clear
Students’ Challenges in Academic Writing for Cross-Border Communication and Translanguaging Pedagogy to Promote Glocalization Rustipa, Katharina; Rahayu, Endang Yuliani; Kasprabowo, Teguh; Yulistiyanti, Yulistiyanti; Davantya Setiaji , Monica Evelyne
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i124027

Abstract

For academicians, publishing in international journals means engaging in a border-crossing activity, as they disseminate their research findings globally. People from various countries with different cultures and norms read research papers. However, academic writing is problematic for non-native English-speaking students (NNES), as prospective academics. This review paper aims to identify the challenges that NNES face in writing research article introductions (RAIs), including rhetorical structures, tense choice, tense shift, clausal and phrasal complexity, and the benefits of using translanguaging techniques in academic writing classes. Thematic analysis was employed in this library study. The research procedure involves selecting relevant research articles on the topic, reading each article, taking notes on the key findings, integrating and discussing the findings from the reviewed articles, and designing translanguaging techniques to teach academic writing to NNES. The article review reveals that NNES face challenges in writing complete rhetorical structures, particularly in tense choice and tense shift, because in academic writing, tense usage is not only governed by time but also by the rhetorical concept. It also reveals that translanguaging techniques facilitate the students’ awareness of the native language and target language academic writing rules and conventions. Translanguaging techniques enhance students’ analysis skills, critical reading, and critical thinking.
Teachers' Challenges and Strategies in Teaching Speaking Through a Screen Putri, Yolanda; Yusuf, Fazri Nur
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i126825

Abstract

Online learning has become a common way to deliver instruction, particularly in hybrid educational models. However, teaching speaking skills presents unique challenges because it requires real-time interaction, pronunciation practice, and fluency development. This study investigates the challenges senior high school English teachers face when teaching speaking online, the strategies they employ, and the support they require. Using a qualitative approach, data were collected from 20 teachers through questionnaires and in-depth interviews with four of them. Thematic analysis revealed four main challenges: low student engagement, time constraints that hindered feedback on pronunciation and accuracy, limited resources for authentic speaking tasks, and technical difficulties that disrupted fluency and real-time communication. To address these issues, teachers implemented various strategies. Group discussions encouraged interaction and confidence; presentations supported fluency, vocabulary, and idea organization; role-plays helped reduce anxiety and provided opportunities to practice pronunciation in contextual settings; and debates enhanced fluency, reasoning, and spontaneous speaking. The teachers also emphasized the need for engaging teaching materials, technology training, and collaborative professional development. The study concludes that although online speaking instruction presents significant challenges, strategies combined with institutional support can foster students’ fluency, accuracy, pronunciation, vocabulary, intonation, and comprehension. It is recommended that schools provide engaging digital materials, targeted teacher training, and reliable infrastructure to enhance the effectiveness of online speaking instruction.

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