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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 6 Documents
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Search results for , issue "Vol 11, No 1 (2022)" : 6 Documents clear
Critical Pedagogy in an EFL Context: Towards Solving the Definition Precision Problem Leila Akbarpour
Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i110642

Abstract

Some critics mention the definition variety problem, or a lack of definitional precision, as a major problem with Critical Pedagogy (CP). One who has just been familiar with CP may not have enough information regarding its roots and its multidisciplinary nature. S/he may not know about the historical development of CP and thus may not even be acquainted with the possibility of the existence of different definitions and versions for CP. Therefore, a newly-arrived researcher may get confused encountering the different definitions of CP. On the other hand, the literature on CP does not seem to be directed at the new researchers. By having five phases, the present mixed-methods study offered a simple definition of CP encompassing all the common grounds in the literature using an extensive literature review, the Grounded Theory approach, and Factor Analysis. Ten Iranian EFL professionals in CP, besides 306 Iranian EFL teachers, participated in the present work. The results of the present work may be helpful in developing CP-based curricula and courses which look into the real needs of the learners and teachers in order to have a more fruitful educational system.
The Contributions of Teacher Humor in EFL Classes in Vietnam: University Students’ Perspectives Pham Trut Thuy; Le Thanh Thao
Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i110779

Abstract

According to several studies on English teaching and learning, English as a foreign language (EFL) teachers tend to avoid humor in their classrooms. However, many studies have shown that teachers’ sense of humor plays an essential role in EFL students’ learning process. Therefore, this study utilizing a mixed-method design was conducted to determine students’ perceptions of the impact of teachers’ humor (TH) on their learning. Data were collected through a questionnaire with a five-point Likert scale comprising twenty-one items and semi-structured interviews. The study involved 158 university students in the Mekong Delta of Vietnam. Quantitative data from the questionnaire were analyzed by using SPSS 20.0, and data from the interviews were analyzed according to themes. The survey results revealed that the students showed positive attitudes toward the effects of TH in EFL classrooms, especially reducing boredom (M=4.59), strengthening teacher-student rapport (M=4.53), decreasing sleepiness (M=4.47), promoting students’ cheerfulness (M=4.47), increasing students’ consciousness (M=4.46), and solving conflicts in classrooms (M=4.42). Additionally, non-majored students were appreciated for TH more than their counterparts. Moreover, students’ perceptions positively correlated with their gender. The interviews also showed that cultural factors affected the effectiveness of TH in EFL classes. EFL teachers are encouraged to use TH in their classes in order to foster its benefits. However, careful consideration should be taken before using TH in teaching different students with different learning styles or characteristics.
Short Plays and Drama in EFL Classrooms as Perceived by Secondary School Students: the Role and Impact Dini Rosita Sari
Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i211269

Abstract

This quantitative study investigates the role and impact of short plays and drama on English as a foreign language (EFL) students. A total of 72 students from a secondary school in North Kalimantan in Indonesia participated in the study. Data was collected through a questionnaire consisting of 8 items, which were later classified into three different focuses of inquiries; psychological, instrumental, and pedagogical aspects. The study results indicate that secondary school students viewed short play from the three perspectives positively. Findings also suggest that the application of short play in EFL classrooms must be preceded by a careful selection of literary texts and careful planning of short play instructional design. Finally, the study calls for further attempts to integrate secondary school EFL curriculum and literature, implying the needs for appropriate drama-based activity pedagogy and professional development programs.
Academic House Style and Acknowledgement Writing: the Case of Two Ghanaian Universities Cecilia Agyeiwah Agyemang Owusu Debrah; Alberta Dansoah Nyarko Ansah
Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i211658

Abstract

This descriptive study sought to examine the structural features of Thesis Acknowledgements (TA) from two disciplines in two Ghanaian Universities. Forty TAs were sampled from the fields of Chemistry and English.  Hyland’s (2004)   generic move structure was modified in analyzing the sampled TAs. The data was also examined on the basis of the two institutions’ academic style guides for conformity. The findings indicate that the structural features of TAs from the two fields differ.  It also revealed that out of the seven steps identified in the obligatory Elaborative Move, DoC writers generally use three steps, and DoE writers mostly use four steps. It is further revealed that while writers from the DoC mostly acknowledged contributors for their technical support, writers from DoE acknowledged their helpers for providing materials for the research. It was revealed that the data followed the institutional style guide.  The paper argues that though the contextual difference in the TAs from both fields is minimal, subtle variances and parallels still exist between the two fields. Therefore, it is suggested that these variations in linguistic forms that account for the discursive styles of the TAs should be further examined. Finally, additional analysis by corpus analytic tools applied to large data from the research context could complement this study.
Iranian EFL and Malaysian ESL University Students’ Use of Language Learning Strategies Sara Kashefian-Naeeini; Nooreiny Maarof
Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i211836

Abstract

In recent years, more active roles have been allocated to language learners. Empowering students can help them function more autonomously and their ability to make appropriate use of language learner strategies (LLSs) predisposes them to achieve their academic goals. The participants of the present study were male and female undergraduate university students from two different countries. A multivariate analysis of variance was conducted to compare the use of the six strategy categories of memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies together with direct strategies, indirect strategies and overall use of language learning strategies among Iranian EFL and Malaysian ESL university students. It was illuminated that social context influenced selected students’ use of social strategies. Classroom observations helped the researchers to find out about frequency of use of language learning strategies. Metacognitive and cognitive strategies were the most used in-class strategies among Iranian and Malaysian university students, respectively.  It is suggested that instructors provide a wide range of language learning strategies to satisfy the needs of learners with different needs and expectations.
Accounting for Iranian EFL Teachers' Burnout: Educational Beliefs and Teacher Self-Disclosure in Focus Mohammad Ali Ayatollahi; Ali Reza Nemati; Al Tiyb Suliman Al Khaiyali
Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i212205

Abstract

Teaching is considered a high-risk profession for those suffering from burnout syndrome. Burnout syndrome affects the person who suffers from it and everyone around them, e.g., family, friends, co-workers, students, and parents. The main purpose of this study was to investigate any probable relationship between Iranian EFL teachers’ educational belief and their tendency to self-disclose with their likelihood of suffering from burnout. The research instruments were The Teacher Self-Disclosure Scale (Cayanus Martin, 2008), Maslach Burnout Inventory (MBI-ES) (Maslach, C., Schaufeli, 1993), and the Teachers' Educational Belief Questionnaire. The participants were 98 EFL teachers selected from 25 private language schools in Shiraz, Iran. Descriptive statistics, Cronbach Alpha coefficients, and Person Product-Moment Correlation Coefficient were used to answer this research question. Analyzing the data collected through the questionnaires indicated a positive correlation between some dimensions of teacher burnout and teachers’ constructive or traditional beliefs. Thus, ‘lack of personal achievement’ and ‘constructive beliefs’, ‘emotional exhaustion’ and ‘depersonalization’, and teachers’ traditional beliefs were positively correlated. On the contrary, a negative correlation was identified between ‘lack of personal achievement’ and teachers’ traditional beliefs. Likewise, ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale were correlated with teachers’ constructive beliefs.  However, no significant correlation was observed between teachers’ neutral beliefs and any dimensions of the burnout scale. Moreover, teacher self-disclosure quantity and negativity were correlated with ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale.

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