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Daviq Rizal
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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.
Arjuna Subject : -
Articles 243 Documents
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Students' Perceptions of Material Relevance and Instructor Feedback in Arabic and English Courses for Constitutional Law Renggi Vrika; Melisa Rezi; Meli Fauziah; Mazlin Mohamed Mokhtar
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/vjv13i223716

Abstract

This study examines students' perceptions of English and Arabic language instruction delivered within constitutional law courses, with particular attention to the alignment between course content and disciplinary needs. A mixed-methods design was employed: 153 respondents, selected through purposive sampling, completed a questionnaire, of whom 15 participated in follow-up semi-structured interviews. Questionnaire data were analyzed descriptively, and interview data were analyzed thematically. The analysis revealed a misalignment between the language content delivered and the disciplinary requirements of constitutional law students, as participants reported that instructional materials centered on general-purpose language topics with limited relevance to their field. A second finding concerned the scarcity of instructor feedback, which constrained students' ability to identify weaknesses and improve systematically and may impede the development of competencies central to legal study, including the analysis of legal texts and the appropriate use of legal register. These findings suggest that language curricula for legal disciplines should be designed more closely around students' specific academic and professional needs, and that targeted, discipline-sensitive feedback is an essential component of such provision. The study thus underscores the value of aligning language instruction with the demands of specialized fields to foster meaningful and effective learning.
The Implementation of Digital Support for Punctuation in Academic Writing of EFL Students Daviq Rizal; Dwi Arni Siti Margiyanti; Lauwwanaddahri Jaufanishshofa; Nida Ayu Dewanti
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/vjv13i224039

Abstract

Punctuation contributes independently to the quality of academic writing. However, little is known about how EFL students manage it in an environment saturated with automated writing tools. This study identified the digital supports that EFL students use in relation to their punctuation knowledge and skills in academic writing. It determined the extent to which these supports are used and relied upon. A cross-sectional survey was administered via Google Forms to students at fifteen universities, yielding 145 responses, and semi-structured interviews were subsequently conducted with seven participants selected for their experience with digital writing support. Survey data were analyzed using descriptive statistics, and interview data were analyzed thematically. Results indicate extensive but weakly informed reliance. Most participants wrote academically at least weekly yet placed themselves at intermediate or basic proficiency, and a slightly larger proportion used digital tools at least weekly than wrote at that frequency. Grammarly was named roughly twice as often as any other tool, alongside smaller checkers and the built-in functions of ordinary word processors; no tool named was designed specifically for punctuation. A notable contradiction emerged: nearly four in five participants used grammar-checking software expressly to correct punctuation, yet fewer than one in thirty identified punctuation checking as a valuable feature, suggesting that students absorb punctuation feedback into their conception of grammar. Only about half had received formal instruction in using these tools, and most rated their effectiveness as moderate. Institutions should therefore treat competence with automated feedback as a teachable skill and make punctuation explicitly visible in writing instruction.
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.

Page 25 of 25 | Total Record : 243

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