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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 254 Documents
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Digital Storytelling as a Space for Speaking Preparation among Lower-Motivation EFL Learners Endang Sulistianingsih
Vision: Journal for Language and Foreign Language Learning Vol. 15 No. 2 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv15i232445

Abstract

Reluctant speakers in EFL classrooms often have few opportunities to practice oral communication. This study aimed to describe speaking-score patterns between pre- and post-intervention assessments and to explore how lower-motivation learners experienced digital storytelling (DST) as a context for speaking preparation and participation. First-semester undergraduates at a private university in Central Java, Indonesia, were purposively selected based on a motivation questionnaire and participated in an eight-week DST intervention. Data were collected through speaking assessments, classroom observations, reflective journals, interviews, and student-produced digital stories. The findings showed that post-intervention means were higher across fluency, pronunciation, vocabulary, grammar, and comprehension, with the largest gains in vocabulary and comprehension. Wilcoxon signed-rank tests indicated significant differences across all dimensions. No learner scored lower, although several showed no change in some dimensions. Qualitative evidence portrayed DST as a staged process in which rehearsal, self-monitoring, revision, and peer and teacher support were intertwined with the technical demands of editing and recording. Without a comparison group, these findings describe observed patterns rather than causal effects. Teachers may support reluctant speakers by staging the DST workflow, providing technical scaffolding, and assessing individual oral performance separately from group products.
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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