cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Daviq Rizal
Contact Email
daviqr@walisongo.ac.id
Phone
-
Journal Mail Official
vision@walisongo.ac.id
Editorial Address
Jl. Prof Hamka Ngaliyan Semarang, Jawa Tengah, Indonesia
Location
Kota semarang,
Jawa tengah
INDONESIA
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.
Arjuna Subject : -
Articles 235 Documents
 20   21   22   23   24 
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.
English Teachers' Techniques and Approaches for Teaching Reading Comprehension in Ghanaian Senior High Schools Oppong-Poku, Kathy; Sevnarayan, Kershnee
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/vjv13i223691

Abstract

The declining performance of Senior High School English second-language learners in English-language examinations in Ghana has raised concerns about the effectiveness of teaching methods. Despite existing research on instructional strategies, there is a paucity of studies examining the specific techniques and approaches SHS teachers use to improve English reading comprehension among second-language learners. This study aimed to investigate the teaching techniques and approaches used by senior high school teachers in Ghana to enhance English reading comprehension, identify factors that influence the choice of technique, and explore teachers’ perceptions of their influence on learner learning outcomes. A qualitative case study design was employed, with purposeful sampling. The study adopted a constructivist approach to discuss the findings. Data were collected through focus group discussions and in-depth interviews with nine teachers from two schools. The findings revealed that teachers employed various techniques, included silent reading, scanning, skimming, and combination approaches. Skimming and scanning techniques were most preferred. Factors influencing technique choice included medium of instruction, teacher proficiency, and textbook availability. Learner's disinterest in reading emerged as a significant challenge. The study emphasizes the importance of teacher training, the accessibility of educational resources, and strategies to foster learner engagement. Findings inform educational policy and practice, emphasizing the importance of addressing English second language teacher capacity, resource availability, and learner motivation to improve English language learning outcomes.
Implementing Activity-Based Presentation in Higher Education and Describing Presenters' Presentation Skills Tarwiyah, Siti; Dewi, Nuna Mustikawati; Sari, Betty Fitria Nita; Dani, Muhammad Hirza Qusuma
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/vjv13i223737

Abstract

Activity-Based Presentation (ABP) is known for engaging students through experiential tasks. However, its implementation in higher education requires further exploration. This study aims to explain the implementation of ABP and to describe the presenters’ presentation skills. Twenty-six pre-service teachers who attended the English Across Curriculum class became the subjects of this study.  Based on participants’ presentations, the researchers explained the implementation of ABP and described their presentation skills. Data on ABP implementation were analyzed using three stages of the interactive model of analysis: data condensation, data display, and conclusion drawing. Meanwhile, data on the pre-service teachers’ presentation skills were analyzed to determine the mean for each skill. This study shows that participants manage classroom presentations using methods such as ICARE, KWL Chart, Jigsaw, Text-Based Learning, Gallery Walk, Problem-Based Learning, expository, and demonstration. They have relatively good presentation skills, which support the achievement of presentation objectives. The achievement is proven by the audience's good weekly scores. This research exemplifies the enactment of integrated learning, primarily intended to equip pre-service teachers with content knowledge and presentation skills simultaneously. However, further development is needed to make this approach reach a more meaningful and impactful presentation. More studies on ABP also still need to be carried out to enhance its effectiveness.
Teachers' Challenges and Strategies in Teaching Speaking Through a Screen Putri, Yolanda; Yusuf, Fazri Nur
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.

Page 24 of 24 | Total Record : 235

 20   21   22   23   24 

Filter by Year

2014 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 1 (2025) Vol. 13 No. 2 (2024) Vol. 13 No. 1 (2024) Vol 12, No 2 (2023) Vol. 12 No. 2 (2023) Vol 12, No 1 (2023) Vol 11, No 2 (2022) Vol 11, No 1 (2022) Vol 10, No 2 (2021) Vol 10, No 1 (2021) Vol 9, No 2 (2020) Vol 9, No 1 (2020) Vol 8, No 2 (2019) Vol 8, No 1 (2019) Vol 7, No 2 (2018) Vol 7, No 1 (2018) Vol 6, No 2 (2017) Vol 6, No 1 (2017) Vol 5, No 2 (2016) Vol 5, No 1 (2016) Vol 4, No 2 (2015) Vol 4, No 1 (2015) Vol 3, No 2 (2014) More Issue