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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 5 Documents
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Search results for , issue "Vol 10, No 2 (2021)" : 5 Documents clear
The Impact of Genre-Based Instruction on Iranian Intermediate EFL Learners’ Writing Skills Atefeh Mohseni
Vision: Journal for Language and Foreign Language Learning Vol 10, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i110596

Abstract

The teaching of writing skills includes different methods and approaches. English language learners should be equipped with genre-based pedagogy to be able to write for specific settings. However, the idea of using Genre-based instruction of writing in non-native English-speaking countries has empirically received inadequate attention. This study aimed to investigate the impact of GBI on writing skills. Genres are Argumentative, Discussion, Explanation, and Exposition. This study used a quasi-experimental design. Fifty-one male students majoring in aviation courses in civil aviation technology of Tehran with an intermediate level of proficiency were assigned to experimental and control groups. The author examined their proficiency by Michigan English language assessment Battery (MELAB test) and tested their writing skills by administering a writing test of TOEFL iBT 2008. The control group took part in the traditional teaching of writing, and the experimental group was taught explicitly through the GBI method based on a lesson plan proposal. Four pre-and post-tests were taken by two groups to check the writing GBI progress. Independent sample t-tests revealed that the writing GBI could significantly improve the coherence, cohesion, and organization of writing. This study can benefit EFL practitioners by shedding light on how we can implement GBI of writing in an authentic classroom situation.
Beliefs and Practices of EFL Instructors in Teaching Pronunciation Sakineh Jafari; Mohammad Reza Karimi; Samaneh Jafari
Vision: Journal for Language and Foreign Language Learning Vol 10, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i110812

Abstract

Pronunciation teaching and learning have stimulated a renewed interest among second language acquisition (SLA) researchers in the past few years. To pursue this line of inquiry, this study set out to investigate the beliefs and practices of Iranian EFL teachers on pronunciation teaching. Convenience sampling was employed to recruit 74 participants who completed a pronunciation teaching and learning questionnaire. Interviews were also conducted with volunteered participants. The results revealed that 57% of the respondent teachers mostly worked on suffixes such as the -ed and -s endings always or often in their classrooms. The second most frequently taught feature was word stress (54%), followed by syllable structure, which 53% of the teachers often or always taught. Drama and role-play were the most common strategies often or always used by 49% of the teachers in teaching pronunciation. In addition, interviews with participant teachers revealed that the most common classroom activities were imitation and repetition. Finally, although most participants emphasized the need to teach pronunciation, they did not consider themselves highly qualified. They indicated an insatiable desire for more pronunciation training in teacher education programs to use opportunistic teaching and integrated phases to teach pronunciation. Most of the teachers did not teach pronunciation as a separate lesson since the school curriculum, the pre-specified book, and the time limitation did not let them focus on pronunciation as a separate lesson.
The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners Farhad Fahandezh; Asieyeh Mohammadi
Vision: Journal for Language and Foreign Language Learning Vol 10, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i28577

Abstract

The current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A consisting of 40 students, class B comprising 40 students, and class C consisting of thirty learners. All learners were female. In order to ensure that the learners were homogeneous, the Preliminary English Test (PET) was applied. Class A was chosen as the experimental group (gamified flipped classroom), whereas classes B and C were chosen as the control groups. Data were collected through the vocabulary and placement tests. Results indicate that gamification in the flipped context could have a significant effect on vocabulary improvement. This study suggests certain implications for English teachers, policymakers, and material developers. As a new teaching model, it offers a new method of vocabulary teaching.
Online Communication versus Face-to-Face Interaction: the Effect of Chatting Communication on Iranian EFL Learners' Oral Performance Samad Mirza Suzani
Vision: Journal for Language and Foreign Language Learning Vol 10, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i28966

Abstract

This study aimed to investigate the impact of chatting communication on Iranian EFL learners' oral performance. To this end, the author randomly selected fifty 17-to-18-year-old male Iranian EFL learners attending Top Notch communicative classes in language institutes in Shiraz. First, they applied the Oxford Placement Test as a proficiency test to homogenize learners, and then the learners were divided into experimental and control groups (n = 25 in each group). Both groups had a pretest to estimate their oral performance before applying treatment. The experimental group received instruction and materials via online context as treatment. However, the participants in the control group just received instruction via traditional teaching methods in the class. Finally, both groups had a post-test to measure the effect of treatment on their oral performance. The mean and standard deviation were calculated for two groups In the data collection and analysis, a paired samples t-test was conducted. Based on the results, between the two groups, there was a substantial disparity in terms of oral presentation skills., and the experimental group learners outperformed the control group's learners. The findings can be helpful for teachers to find practical ways to develop students' skills and their incentives.
Instrumental and Integrative Orientations in Second Language Learning among Sudanese Students Adil Ishag
Vision: Journal for Language and Foreign Language Learning Vol 10, No 2 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i29582

Abstract

Motivation is one of the most influential factors in second/ foreign language learning. It has been traditionally classified into two types, namely instrumental motivation and integrative motivation. The latter has been claimed to have a more positive impact on the language learning process than instrumental orientations. This study sought to investigate the nature of motivational orientations among Sudanese learners of English and German. The study involved 221 Sudanese undergraduate students studying English and German, respectively. The results of the empirical investigation demonstrated that Sudanese students were more instrumentally motivated to learn English in comparison to German. On the other hand, the students in the German department had more positive attitudes towards the German community and culture in comparison to the students of the English department. Gender differences have also been identified in the department of English only, where female students had a significantly higher level of motivation and were rather integratively motivated to learn English than their male counterparts. The study concluded that both instrumental and integrative constructs are complementary and that attention should be shifted towards motivational intensity in language learning.

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