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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 6 Documents
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Search results for , issue "vol. 14 no. 1 (2025)" : 6 Documents clear
Students’ Challenges in Academic Writing for Cross-Border Communication and Translanguaging Pedagogy to Promote Glocalization Katharina Rustipa; Endang Yuliani Rahayu; Teguh Kasprabowo; Yulistiyanti Yulistiyanti; Monica Evelyne Davantya Setiaji
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 Yolanda Putri; Fazri Nur Yusuf
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.
Bridging Theory and Practice Through Real-World Language Assessment Design Desi Surlitasari Dewi; Sulastri Manurung; Natalia Manuhutu; Isnaini Eddy Saputro; Widhiyanto Widhiyanto; Sri Wahyuni; Mega Aulia Ardhi
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/vjv14i125026

Abstract

Language assessment is a crucial component of effective language teaching. However, many pre-service teachers lack sufficient training in assessment practices, resulting in a gap between theoretical knowledge and practical application. This study explores how pre-service teachers perceive the effectiveness of a project-based approach to designing and administering real-world language assessments and examines the challenges they face. Combining a closed questionnaire and semi-structured interviews, the study gathers quantitative and qualitative data from twenty-five pre-service teachers. The findings revealed that hands-on involvement in assessment design enhances teachers' understanding of key assessment principles, increases confidence, and bridges the gap between theory and practice. However, participants also faced challenges, particularly in ensuring the validity and reliability of their assessments. These challenges were manageable with the support provided in the course, indicating the value of structured guidance and expert collaboration in developing assessment literacy. The findings underscore the value of integrating theory with practice in teacher training, providing important insights for language assessment education. Future research could examine larger samples, long-term impacts of such training, and the role of digital tools in developing assessment literacy.
From Language Anxiety to Professional Excellence Among Indonesian Employees Alpino Susanto; Sri Langgeng Ratnasari; Albert Efendi Pohan; Tubagus Pamungkas; Linayati Lestari; Joy Early Wahyuni Simarmata
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/vjv14i227792

Abstract

Although the demand for English proficiency in the workplace is increasing, limited research has examined its effects on employees' self-efficacy and job performance. English skills are essential for communication, productivity, and career advancement, yet their Influence on workplace outcomes remains understudied. This study investigates the relationship between employees' English self-efficacy and their professional performance using a mixed-methods design. A closed-ended survey was administered to 32 employees across five companies, and additional qualitative insights were collected from three managerial leaders. Quantitative data were analyzed through statistical correlation, while qualitative data were examined using thematic analysis. Findings show a strong correlation (r = .57) between English self-efficacy and job performance, indicating that employees who feel confident in their English abilities tend to perform more effectively. Managers also emphasized that English proficiency is especially important for supervisory and managerial roles. The study concludes that higher English self-efficacy positively contributes to job performance. However, its scope is limited by a small sample drawn from an electronics manufacturing company and by feedback from only three managerial interviewees, reducing the generalizability of the findings. Future research should explore a broader range of international workplace contexts to better understand how learning communities and vocational training can strengthen employees' language skills and performance.
Authentic Immersion Versus Symbolic Exposure in Indonesian Language and Culture Education Destiani Destiani; Yulianeta Yulianeta; Vismaia S. Damaianti; Yeti Mulyati; Isah Cahyani; Dian Anggraini; Muhammad Rudy
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/vjv14i228730

Abstract

Intercultural learning is an important component in teaching Indonesian to foreign speakers (BIPA). The study aims to compare intercultural learning for foreign learners across four contexts: face-to-face in Indonesia, face-to-face in the learners' home countries, online, and the role of local teachers. Using a qualitative research design, data were collected through interviews, classroom observations, and questionnaires involving 22 foreign learners and 1 local teacher. The findings indicated that intercultural learning in Indonesia offers authentic cultural immersion and deep contextual understanding, while learning in home countries provided limited but practical exposure through workshops. Online learning allows flexible access to cultural materials, although understanding often remains symbolic. Local instructors act as cultural mediators but face limitations due to their practical experience. The study highlights the need to adjust learning strategies to include the Savoir framework by Byram (2020), promoting direct experiences and collaboration between local teachers and Indonesian communities abroad to enhance intercultural competence. Future researchers are encouraged to develop and evaluate Savoir-based intercultural curriculum models in diverse BIPA contexts, exploring how blended approaches combining in-country immersion, online tools, and locally trained instructors can enhance learners' intercultural competence.
Grammar Correction in AI-Assisted Business English Writing Instruction Fahrur Rozi; Gina Larasty; Sri Wahyuni; Christianti Tri Hapsari; Lulu April Farida; Andy Sutrisno; Yolinda Pramudanti; Amelia Widihastutik; Amrina Rosyada
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/vjv14i228794

Abstract

This study examines the efficacy of an AI-driven feedback tool in enhancing business English writing skills among higher education students. The research investigated 50 students' perceptions of the tool's advantages and its effectiveness in addressing specific issues in grammar, vocabulary, document organization, and genre conventions in business writing. The investigation employed a mixed-methods explanatory sequential design, integrating a five-point Likert questionnaire to assess learner attitudes and semi-structured interviews to investigate experiences in depth. The analysis employed a thematic approach to discern trends in perceived enhancement, efficiency, confidence, organizational support, and contextual direction. Research indicated that AI-generated feedback improves both mechanical and advanced writing skills, fosters learner independence, and reduces writing anxiety.  These findings highlight the importance of integrating this technology into English for Specific Purposes programs to promote professional-quality writing in commercial contexts. Future researchers should explore the long-term effects of AI-driven feedback tools across diverse ESP contexts and compare the efficacy of multiple AI writing platforms in developing professional writing competence.

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