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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 235 Documents
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Does Interactivity in an English Presentation Affect its Preparation Process? Fumiya Shinozaki; Hiroaki Aoki
Vision: Journal for Language and Foreign Language Learning Vol 12, No 1 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i217294

Abstract

The purpose of this study is to clarify the differences in the process of students’ preparation and practice outside of class for a one-way or interactive English presentation. The participants were 105 third-year junior high school students in Japan. They were supposed to record their actions while preparing for each type of presentation outside of class for a week. A hierarchical cluster analysis was conducted on all learners based on a self-evaluation questionnaire administered beforehand. Three clusters were created from the dendrogram. Kruskal-Wallis test and multiple comparisons showed significant differences among all items. Each cluster was named "Self-rating (high)", "Self-rating (medium)", and "Self-rating (low)". These three groups were analyzed based on the records and the post-questionnaire. The results indicated that the amount of practice on the day of the presentation was greater for a one-way presentation in any group, while in an interactive presentation, the tendency of the group to “Self-rating (high)” was different from the others. The inclusion of interaction with listeners in a presentation confirmed motivation for further preparation, such as conducting research and creating additional questions and quizzes in advance, suggesting the possibility of a different range of effects on learning.
Google Translate in EFL Freshmen’s Writing Assignments: Uses, Awareness of Benefits and Drawbacks, and Perceived Reliance Timotius Pradana A. Moelyono; Elisabet Titik Murtisari; Daniel Kurniawan; Andrew Thren
Vision: Journal for Language and Foreign Language Learning Vol 12, No 1 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i217446

Abstract

Although technology use is inevitable among language learners, using Machine Translation (MT), such as Google Translate (GT), remains controversial in language learning. Despite its advances, it may be detrimental to L2 learning when used excessively, especially for those with more limited linguistic resources. This research investigates first-year EFL students' autonomous utilization of GT in writing assignments, explores their awareness of GT’s advantages and disadvantages, and assesses their perceived relative reliance on the technology. As many as 85 Indonesian EFL first-year students participated in this study by completing questionnaires consisting of closed-ended and open-ended questions. Even though most students recognized GT’s potential negative impact on language learning, this study reveals how various factors have contributed to its notably significant usage among them. While most participants reported using GT only occasionally and mainly at the word level, their use for translating longer texts was significantly higher than in previous research involving students at different English competence levels. Additionally, boosting confidence, convenience, and serving as language scaffolding were identified as GT’s main benefits, leading to students’ reliance on technology. Most expressed potential difficulty working without GT. Recommendations were made to support less-proficient students, given the growing prevalence of MT in language education.
Exploring Indonesian Lecturers' Perceptions and Practices on English Language Assessment Imam Munandar; Shaumiwaty Shaumiwaty
Vision: Journal for Language and Foreign Language Learning Vol 12, No 1 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i217137

Abstract

Assessments are crucial in teaching English as a Foreign Language (EFL), impacting students' knowledge acquisition and influencing teachers' beliefs and training. The present research investigates lecturers' fundamental conceptions regarding assessing English as a foreign language (EFL) and their instructional practices in higher education. Twelve English department EFL lecturers participated in a study using purposive sampling, semi-structured interviews, and questionnaires. The research used a thematic analysis methodology to identify themes, classifications, and subcategories reflecting respondents' perspectives on EFL evaluation. The study's results showed that the subjects used diverse terminology to illustrate evaluation, offering a stimulating context for their respective methodologies. Furthermore, the participants believed that language assessment serves multiple purposes, including administrative and educational functions. Most respondents viewed evaluation as a continuation of English as a Foreign Language (EFL) classroom instruction and acquisition, significantly influencing students' educational outcomes and learning strategies. Therefore, considering how assessments can improve student learning will likely influence educators' working in EFL assessment. Research highlights the need for professional development for lecturers to improve their understanding of language assessment and practice through workshops, training sessions, and resources.
Exploring the Impacts of the Covid-19 Pandemic on English Language Teachers Sukirman Sukirman
Vision: Journal for Language and Foreign Language Learning Vol 12, No 1 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i216998

Abstract

This study aims to assess how Indonesian Islamic higher education, specifically English language teachers, have been impacted by the Covid-19 pandemic. The researcher conducted semi-structured interviews to investigate the impacts of Covid-19 on English language teachers. Data were collected from ten participants, and thematic analysis techniques were used to analyze the data, including data familiarization, generating codes, grouping codes, generating themes, and finalizing findings. The study reveals that the pandemic has significantly impacted education, particularly English language teaching. It has led to a loss of interactive classroom experiences and obstacles to language acquisition. However, participants have benefited from increased accessibility to international seminars, workshops, and conferences. It has removed geographical and financial barriers, allowing participants to attend events at no cost and providing valuable educational advantages. Future research could benefit from larger-scale participation. In that case, a better understanding of the impact of valuable educational advantages gained from international events amidst Covid-19 on teachers’ teaching performances in the post-pandemic needs to be developed.
Text Analysis to Enhance Flow of Ideas Fluency and Conjugation Accuracy of EFL Students’ Writing Rustipa, Katharina; Soepriatmadji, Liliek; Rahayu, Endang Yuliyani; Kasprabowo, Teguh
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i118687

Abstract

Empirical studies revealed the EFL students’ writing problems, such as incomplete paragraph development and conjugation accuracy. These problems affected the overall text coherence.  These problems have inspired teacher researchers to investigate alternative instructional techniques to improve the flow of ideas and conjugation accuracy of EFL students' paragraphs. This current research aims to investigate mood and paragraph structure analysis effectiveness to develop the conjugation accuracy and flow of ideas fluency in EFL students' paragraphs. This study followed an experimental design utilizing control and experimental groups. The research subjects comprised 30 2nd-year undergraduate EFL learners who were at an intermediate level of English proficiency. Data for this research were collected using multiple methods, including tests, documentation, and interviews. The research results revealed that mood analysis and paragraph-structure analysis were effective techniques for improving the conjugation accuracy and idea flow fluency of EFL students' writing. Thus, it is recommended that mood and paragraph structure analyses be alternative techniques to teach paragraph writing. 
“Do I really recognize it?” Delving into English Language Learners’ Identity Construction Mudra, Heri
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i218968

Abstract

Learners must construct a learning identity to succeed when learning English. This current study attempted to discuss English language learners’ (ELLs) insights on language learning identity construction. A survey study collected quantitative data from 219 ELLs in several Indonesian universities. Questionnaires were distributed and completed via online mode (i.e., Google Forms), and a two-week due time was assigned for each participant. As for results, various insights emerged as the ELLs recognized their identity construction. They have identity aspects such as linguistics, belongingness, expectation, attitude, and agency. Each aspect helped to form ELLs’ identity construction in many ways, including learning competence, socio-cultural awareness, educational component, and psychological conviction. Identity construction is not complicated to achieve as long as ELLs have strong learning commitment. In addition, it is implied that this study is paramount to empower pedagogical strategies, educational policies, and academic performance.   
Exploring the Integration of Artificial Intelligence in Vietnamese Tertiary EFL Education: Teacher Perspectives and Pedagogical Challenges Hieu, Hua Hong; Thao, Le Thanh; Thuy, Pham Trut
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i120398

Abstract

This qualitative study investigates the concerns of Vietnamese tertiary English as a Foreign Language (EFL) teachers regarding the integration of Artificial Intelligence (AI) in their classrooms. As educational landscapes evolve with technological advancements, understanding educators’ perspectives on AI becomes crucial, especially in settings where technological integration is still emerging. The study involved semi-structured interviews with nine EFL teachers from two Vietnamese institutions, categorized into three career stages: novice, mid-career, and near-end career. This approach provided insights into the varying perceptions and challenges experienced by teachers at different professional phases. The findings revealed four main themes: “Technological Integration Challenges in EFL Classrooms,” highlighting the difficulties in incorporating AI tools into teaching practices; “Pedagogical Concerns and AI’s Impact on Teacher-Student Interaction,” expressing worries about how AI might alter traditional educational dynamics; “Professional Development and Readiness for AI Integration,” emphasizing the need for targeted training; and “Concerns about AI’s Impact on Student Learning Outcomes,” focusing on the effectiveness of AI in enhancing student achievement. These themes suggest a need for comprehensive professional development in AI, careful implementation that considers the human element in education, and adaptable strategies for AI integration across different career stages. This research contributes to the growing discourse on AI in education, highlighting specific challenges and needs in the Vietnamese tertiary EFL context.
Influence of Teacher Attributes on the Use of Resources in Teaching English Grammar Odutayo, Adesegun Olayide; Ishola, Abdulkareem Farooq; Adewuyi, Habeeb Omoponle
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i220607

Abstract

English is a critical subject at every stage of the Nigerian educational system, so it is imperative to guarantee success that corresponds with the substantial resources and time invested in teaching and studying. This research looked at the influence of teachers' attributes on using resources to teach English grammar in English by adopting a descriptive survey research design. All English language instructors employed in public and private secondary schools in Ilorin were the subject of this investigation. This study’s sample comprised 268 English language instructors. A questionnaire created by the researchers was utilized. The data gathered was subjected to reliability assessment using Pearson’s Product Moment Correlation (PPMC). There was a 0.81 correlation coefficient. Mean and percentage were chosen to respond to the study questions posed. The One-Way Analysis of Variance (ANOVA) and the independent t-test were used to evaluate the generated hypotheses at the 0.05 significant level. The results show that the most regularly utilized resources for teaching English grammar were print materials and textbooks, audiovisual aids, models and manipulatives, and digital technologies. It was recommended that curriculum designers continue to promote more realistically oriented materials, as this will help to engage students more and support the efforts of teachers.
Korean as a Foreign Language Learners’ Motivation: Language Learning Stories from Indonesian Learners Chandra, Yuliyanto
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i220666

Abstract

Although the Korean Wave has grown exponentially in Indonesia, much of the linguistic landscape has not received enough attention in the literature, especially the motivational aspect. Based on the L2 Motivation Self System (L2MSS), the present study focuses on the language learning stories of Indonesian learners of Korean as a foreign language (KFL)—consisting of two females and one male.  Their language learning stories cover the past, present, and future trajectories of their language learning. Four salient themes are generated through the interview–the questions of which were partially based on the Language Learning Story Interview. The first theme is related to the pure interest in the popular culture of Korea—mostly related to the exponential growth of the Korean Wave. The second theme is characterized by the aspiration to get jobs in Korea. The third theme concerns education or the desire to pursue higher education in Korea. Lastly, parental support and intercultural marriage form the last source of motivation and contribute to creating a supporting learning environment. Conclusively, this study reveals that Indonesian KFL learners mostly exhibit both ideal L2 self and ought-to L2 self–with the former being more dominant than the latter. Implications of the study are also provided.
Relationships Between College Students’ Control-Value Appraisals of English Learning, Achievement Emotions, and Empowerment Wang, Jian; Zhang, Xiaohong
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i222915

Abstract

Language learning involves cognitive and non-cognitive factors. Recent research has shifted focus from cognitive outcomes to emotional factors, influenced by positive psychology and an "affective turn" in second language studies. In light of this, the current study preliminarily examined the interrelationships between tertiary-level English learners’ control-value appraisals of English learning, academic emotions (i.e., enjoyment and boredom), and empowerment. A study of 289 non-English major students in southwest China used convenience sampling and quantitative questionnaires to assess their control-value appraisals of English learning, boredom, enjoyment, and empowerment. The findings indicate that learners’ enjoyment and value appraisals of English learning were at an upper-middle level, while control appraisal and empowerment were at a moderate level. Boredom, however, was rated at a lower middle level. Furthermore, there were significant correlations between these variables. Overall, control and value appraisals played a substantial role in predicting learners’ achievement emotions and empowerment. The affective aspects of language learners are essential elements that potentially shape their learning processes and outcomes. This study suggests that to empower students in their language learning journey, teachers should help them recognize the meaningfulness of language learning, bolster their self-efficacy, and create an engaging and enjoyable learning environment.

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