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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 214 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.

Page 22 of 22 | Total Record : 214

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