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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. 15 no. 1 (2026)" : 6 Documents clear
The Relationship between EFL Learners’ Perceptions of Teacher Support Adaptivity and Their Learning Styles Sara Molaei Ghara; Vizayaletchumi Pauline Roslin
Vision: Journal for Language and Foreign Language Learning Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv15i230378

Abstract

Studies have shown that students with varying learning styles require different types and levels of support from their teachers in order to succeed. Since not many empirical studies have been conducted to support or refute this correlation within the EFL context from the learners’ perspective, this study mainly aimed to see to what extent EL teachers’ adaptive support caters to their students’ varying learning styles. Thus, to investigate the relationship between EFL Learners’ perceptions of Teacher Support Adaptivity and their various Learning Styles, 205 EFL learners from intact classes completed the Questionnaire on Teacher Support Adaptivity (QTSA) and Kolb’s Learning Style questionnaire. The relationship between each specific learning style and teacher support adaptivity was examined using the Spearman rank-order correlation coefficient. The subsequent overall results indicated statistically significant relationships between various learning styles and teacher support adaptivity. The results also showed that while Reflectors positively correlated with teacher support adaptivity, Activists, Theorists, and Pragmatists negatively correlated with it. Furthermore, though statistically detectable, the correlation between teacher support adaptivity and pragmatist learning styles was only marginally significant. Therefore, it could be concluded that EFL teachers’ adaptive support (steering students’ learning processes toward their understanding) catered mostly to Reflectors and least to Pragmatists, as perceived by their learners. The results of this study contribute to EFL research on the importance of adaptive teacher support that is compatible with learners' diverse learning styles and provide input for further analysis in this context.
Individual Language Policies of Nigerian Students Living and Studying in an Indonesian University Dormitory Faris Sholakhuddin
Vision: Journal for Language and Foreign Language Learning Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv16i130951

Abstract

This study investigates how Nigerian students living in an Indonesian university dormitory form beliefs about the languages in their multilingual repertoires, practice these languages across educational and social domains, and manage them in response to communicative demands, drawing on Spolsky's framework of language beliefs, practices, and management. The study used a qualitative case study design, including questionnaires for all participants, semi-structured interviews with two key informants, and informal observations of everyday language use in the dormitory. The findings showed that participants held pragmatic beliefs linking English to academic opportunities and Indonesian to local social participation, and ideological beliefs that recognized English's social prestige and the cultural significance of Nigerian languages while viewing Nigerian Pidgin negatively. These beliefs were reflected in their practices. English and Indonesian dominated communication in both domains and often mixed in academic discussions. In contrast, participants used Nigerian languages selectively with peers who shared them. To manage these resources, participants used audience-oriented accommodation, switching, mixing, and simplifying their language to maintain mutual understanding in linguistically diverse interactions. The study concludes that individual language policies are shaped by the interplay of language beliefs, social relationships, and communicative demands. These findings suggest that universities should develop international students' Indonesian for everyday social interaction and academic study while recognizing the linguistic repertoires and cultural identities they already bring.
Vietnamese English Majors' Perceptions of TikTok as an Informal Vocabulary Learning Resource Chi Linh Do; Phi Dat Luu
Vision: Journal for Language and Foreign Language Learning Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv16i132042

Abstract

Social media platforms are increasingly used by students to encounter English beyond the classroom. This study had three objectives. First, it described English-major students' perceptions of TikTok as a vocabulary-learning resource and the dimensions underlying those perceptions. The second was to compare perceptions across gender and daily TikTok-use groups. The third was to examine how these dimensions relate to self-reported English proficiency. 580 English-major students at one public university in Ho Chi Minh City, Vietnam, completed a cross-sectional questionnaire survey, all of whom reported prior experience learning English vocabulary through TikTok. We analyzed responses to the 13-item questionnaire in SPSS 27 using descriptive statistics, principal component analysis, independent-samples t-tests, one-way ANOVA, and multiple regression. Two dimensions emerged: active engagement and practical application, and perceived benefits and learning attitudes. Participants reported generally positive perceptions (M = 3.75, SD = 0.83). Female participants scored higher than male participants, with large effect sizes. Students who used TikTok for one to two hours a day had the highest mean scores, although the effect sizes for daily use were small. Both dimensions were positively associated with self-reported English proficiency (R² = .426), with active engagement showing the stronger association. These results suggest that TikTok's value for vocabulary learning may depend on how actively students engage with its content. Because the findings rest on self-reported data from a single university, they do not show that TikTok improves vocabulary knowledge. Future research should use objective vocabulary measures and include students from several institutions.
Practical Value and Emotional Pressure in IELTS One Skill Retake Washback among Vietnamese Candidates Quoc Khanh Nguyen
Vision: Journal for Language and Foreign Language Learning Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv15i233171

Abstract

IELTS One Skill Retake allows eligible candidates to retake one skill instead of repeating the full four-skill test. The study examined perceived usefulness, test anxiety, skill-specific self-regulated learning, and retake intention among 277 Vietnamese IELTS candidates at a private language center in Ho Chi Minh City. The study collected data through a structured questionnaire. The study analyzed the data using descriptive statistics, reliability analysis, exploratory factor analysis, Pearson correlation, multiple regression, and an independent-samples t-test. The results showed moderately positive perceptions of usefulness and retake intention. Retake intention was positively correlated with perceived usefulness, test anxiety, and skill-specific self-regulated learning. Multiple regression indicated that perceived usefulness and test anxiety significantly predicted retake intention, while skill-specific self-regulated learning was not significant when the other variables were included. The findings suggest that IELTS One Skill Retake can be conceptualized as a retake-related washback factor shaped by candidates' practical evaluation and emotional pressure. The findings imply that teachers and test centers should provide accurate guidance to support informed retake planning.
Parental Mediation of Toddlers' Screen Time and Its Perceived Effects on Language Development in Indonesia and Australia Lucky Ade Sessiani; Siti Azizah; Alya Hardianti Pratiwi
Vision: Journal for Language and Foreign Language Learning Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv16i133366

Abstract

This study explored parents' attitudes and strategies regarding their children's screen time. From parents' perspectives, it examined the effects of screen time on children's language development. Six mothers of children aged 12–36 months from Indonesia and Australia were recruited through purposive sampling, and data from interviews and observations were analyzed thematically using ATLAS.ti. The findings showed that parents selected entertainment and educational content according to their child's age, set and discussed screen-time rules, preferred interactive formats, and drew on government guidance. At the same time, their own device use also shaped how their children experienced screens. These patterns formed five themes: content, context, interactivity, technoference, and the macrosystem. Observations and interviews also showed children's progress in three language competencies, namely receptive language, expressive language, and vocabulary, with comprehension tending to develop ahead of expression. Parents perceived screen time as supporting language when content involved real human interaction and prompts to speak, and as a potential hindrance when content was fast-paced and overstimulating. These findings suggest that parents need accessible digital-parenting guidance that builds their digital literacy and encourages responsive interaction during children's media use. They point to the need for clearer national screen-time guidelines in Indonesia.
Intercultural Sensitivity, Perceived AI Usefulness, and Willingness to Communicate among Indonesian EFL Learners Anita Kurnia; Yazid Basthomi; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
Vision: Journal for Language and Foreign Language Learning Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv16i133953

Abstract

Willingness to communicate is a fundamental pillar of successful language acquisition; however, learners of English as a foreign language in developing countries such as Indonesia often have limited opportunities for real-world intercultural interaction, which can hinder their communicative readiness. As generative artificial intelligence becomes increasingly integrated into language learning, it remains unclear whether its perceived usefulness genuinely fosters intercultural readiness. This study examined whether intercultural sensitivity mediates the relationship between perceived usefulness of artificial intelligence and willingness to communicate in this population. Data were collected from 113 university students through a cross-sectional survey and analyzed using partial least squares structural equation modeling. Results showed that intercultural sensitivity was the strongest predictor of willingness to communicate. In contrast, perceived artificial intelligence usefulness had only a minor direct influence. It did not significantly predict intercultural sensitivity, indicating that the hypothesized mediation was not supported. Perceived artificial intelligence usefulness and intercultural sensitivity appear to function as separate, rather than sequential, contributors to willingness to communicate. These findings suggest that language programs should pair artificial intelligence with structured intercultural learning opportunities rather than treat it as a standalone solution. Future research should test alternative mediators and longitudinal designs to clarify the causal pathways involved.

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