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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. 2 (2025)" : 2 Documents clear
Exploring Language Teacher Candidates’ Reflective Competence in Microteaching Evaluation Practices Petra Kristi Mulyani; Tassanee Juntiya
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i232967

Abstract

This study examines language teacher candidates' reflective competence in critically evaluating peers' instructional practices and materials during microteaching. In language teaching contexts, limited research has examined the quality and depth of peer evaluation during microteaching, despite its role in bridging theory and practice. Data were collected from 12 teacher candidates through peer evaluation notes, instructional materials, and recorded teaching sessions. Using a qualitative design, the data were analyzed using thematic analysis, supported by triangulation with five supervisors. Findings reveal that teacher candidates predominantly engage in surface-level evaluation, emphasizing technical and procedural aspects rather than conceptual pedagogical reasoning. The study argues that significant gaps reflect limitations in pedagogical content knowledge and reflective practice, especially in implementing problem-based and project-based learning, process-oriented assessments, and communicative language teaching to foster interaction and meaning negotiation. A structured reflective microteaching cycle is proposed to strengthen language teacher candidates' reflective competence, comprising three stages of replan, reteach, and reobserve. The findings highlight the urgent need for quality education through systematic critical reflection and pedagogical reasoning in language teaching education.
Exploring Experienced EFL Teachers’ Beliefs about Speaking Tasks to Foster Speaking Skills Adelia Vananda; Budi Setyono; Siti Masrifatul Fitriyah
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i227855

Abstract

This study explored the beliefs of experienced English as a Foreign Language (EFL) teachers regarding speaking tasks, revealing a lack of focus in existing research on such beliefs. Conducted in an Indonesian senior high school, the research involved two purposively selected teachers and utilized semi-structured interviews and non-participant observations for data collection. Six key beliefs were identified: speaking tasks should encourage participation, highlight the importance of speaking instruction, create communicative contexts, support performance-based classrooms, use authentic materials, and promote cooperative learning. Affective conditions were found to be prioritized over linguistic demands. Observations confirmed all beliefs except the endorsement of competition, which was stated during interviews but not reflected in practice. The findings suggest that teacher education should incorporate affective reasoning in task selection and indicate a need for further research on the impact of deferring accuracy in EFL instruction.

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