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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 4 Documents
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Search results for , issue "vol. 14 no. 2 (2025)" : 4 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.
EFL Teachers’ Pedagogical Approaches to Fostering the Transition toward Autonomous Reading in Indonesian Senior Secondary Schools Hamzah Puadi Ilyas; Wini Tarmini
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/vjv15i129430

Abstract

This study explored the pedagogical approaches English as a Foreign Language (EFL) teachers use to support students' transition toward autonomous reading in senior secondary schools in Jakarta, Indonesia. Thirteen EFL teachers, consisting of eight females and five males aged twenty-nine to forty-eight, participated in this qualitative multiple case study. Data were collected through semi-structured interviews and document analysis of lesson plans, reading tasks, and reflective journals. The data were analyzed manually using thematic analysis to identify recurring patterns and meanings. Four major approaches emerged: gradual scaffolding from guided to independent reading; strategic instruction to develop metacognition; motivational, supportive classroom environments; and teacher modeling combined with collaborative peer learning. The findings showed that teachers supported reading autonomy by gradually transferring responsibility to students, building awareness of reading processes, strengthening motivation and choice, and using modeling and peer interaction to prepare students for independent reading. The findings imply that teacher education, curriculum design, and classroom practice should support planned, reflective, and context-sensitive approaches that balance teacher guidance with increasing learner responsibility and promote sustained autonomous reading practices.
Ecological Affordances and the Spontaneous Emergence of English in a Bilingual EFL Primary School Bungsudi Bungsudi; Eka Pratiwi Yunianti; Teofilo Boguite Damoco
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/vjv15i231989

Abstract

Early English acquisition in EFL contexts is often reduced to formal instructional outcomes, overlooking the role of naturalistic, ecological processes in children's language development. This study examines how ecological affordances shape the spontaneous emergence of English among young learners in a bilingual primary school in Indonesia. Using a qualitative phenomenological case study design, data were collected through participatory observations, in-depth interviews with students, teachers, and parents, and document analysis. The findings reveal that English development is not primarily driven by formal instruction but emerges through dynamic interactions across digital, social, physical, and affective environments. Four key affordance layers were identified: digital exposure as the initial trigger, family mediation as reinforcement, school-based interaction as functional stabilization, and affective affordances as motivational sustainers. This study further advances three interrelated theoretical constructs that model language emergence as a multi-layered, self-reinforcing ecological system operating recursively across home, school, and digital spaces. These findings reconceptualize early language learning as a distributed and interaction-driven phenomenon. The study implies that educators and policymakers should prioritize designing affordance-rich learning environments that bridge home, school, and digital spaces to sustain meaningful English use in EFL primary education.

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