Vision: Journal for Language and Foreign Language Learning
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.
Articles
214 Documents
<![CDATA[Promoting Multilingualism in the Classroom: A Case Study of ELT Program ]]>
<![CDATA[Muhammad Nafi Annury]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11587
<![CDATA[The article gives a brief analytical survey of multilingualism practices, its consequences, and its benefits in education and discussions on the appropriate ways towards its achievement in education. Multilingualism refers to speaking more than one language competently. Generally, there are both the official and unofficial multilingualism practices. This study was descriptive qualitative. The subjects of the study were eighty students and divided into two classes. Purposive sampling technique was applied in identifying students who tended to practice multilingualism in education in EFL class. The benefits of multilingualism practices in education were realized by relying on text analysis of the written materials on education and psychology. Personal experience in educational matters especially the educational processes in EFL class is also included. Findings were descriptively presented in continuous prose. Students still had problems on the way they speak and write in English well. However, there were only 1.9% students who felt that they influenced in speaking and even writing English well. It is quite a challenging issue towards students implementing multilingualism within the classroom. Even though, they are already learned English since they were from junior high school, fortunately.]]>
<![CDATA[The Integration of Dynamic Assessment in L2 Classroom: How Students Perceive it? ]]>
<![CDATA[Widya Ratna Kusumaningrum]]>;
<![CDATA[Prima Ferri Karma]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i23024
<![CDATA[The present study focuses on the implementation of traditional diagnostic test for speaking skill in the form of an interview with no specific set of corrective procedure. However, it triggers more increasing worries on the significance of standardized test such as not being able to unlock students’ speaking potential. This study highlights on Dynamic Assessment (DA) based on the Vygotsky’s Sociocultural Theory (1978). Fundamentally, DA inserts mediation process such as prompts, hints, and leading questions in its interview process. This study compares the efficacy of Dynamic Assessment (DA) and the standardized diagnostic test/Non-Dynamic Assessment (NDA) in diagnosing and unlocking their potential. Using a quasi-experimental research with non-equivalent group design (NEGD), this study focused on four micro speaking skills including pronunciation, vocabulary, grammar, and fluency. The results suggested that the use of DA was able to identify their current speaking performance and uncover their speaking potential even if some were claimed to have the similar speaking level. While, the standardized test (NDA) emphasized only on the current performance and was not able to elicit their potential.]]>
<![CDATA[North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction ]]>
<![CDATA[Putu Dinia Suryandani]]>;
<![CDATA[Made Hery Santosa]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv10i28921
<![CDATA[This study aimed to investigate the relationship among online learning self-efficacy, engagement, and students’ satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data were analyzed using multiple regression. The respondents were 24 postgraduate students from North Bali, Indonesia. The quantitative data were analyzed using correlation and regression techniques, and an open-ended interview was conducted. The research results showed a positive correlation between online learning self-efficacy, engagement, and students’ satisfaction. The study concludes that students’ satisfaction can be enhanced by increasing students’ online learning self-efficacy and engagement either individually or simultaneously. The implication of this study revealed that strategies in self-efficacy and engagement during learning-related emotions could play a mediating role in academic satisfaction. Additionally, learning-related emotion impacts the metacognitive learning procedures, which thus intervene the impact of satisfaction in online learning.]]>
<![CDATA[Instrumental and Integrative Orientations in Second Language Learning among Sudanese Students ]]>
<![CDATA[Adil Ishag]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv10i29582
<![CDATA[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.]]>
<![CDATA[The Impact of Genre-Based Instruction on Iranian Intermediate EFL Learners’ Writing Skills ]]>
<![CDATA[Atefeh Mohseni]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv11i110596
<![CDATA[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.]]>
<![CDATA[Online Communication versus Face-to-Face Interaction: the Effect of Chatting Communication on Iranian EFL Learners' Oral Performance ]]>
<![CDATA[Samad Mirza Suzani]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv10i28966
<![CDATA[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.]]>
<![CDATA[Beliefs and Practices of EFL Instructors in Teaching Pronunciation ]]>
<![CDATA[Sakineh Jafari]]>;
<![CDATA[Mohammad Reza Karimi]]>;
<![CDATA[Samaneh Jafari]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv11i110812
<![CDATA[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.]]>
<![CDATA[The Contributions of Teacher Humor in EFL Classes in Vietnam: University Students’ Perspectives ]]>
<![CDATA[Pham Trut Thuy]]>;
<![CDATA[Le Thanh Thao]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv11i110779
<![CDATA[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.]]>
<![CDATA[Short Plays and Drama in EFL Classrooms as Perceived by Secondary School Students: the Role and Impact ]]>
<![CDATA[Dini Rosita Sari]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv11i211269
<![CDATA[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.]]>
<![CDATA[Critical Pedagogy in an EFL Context: Towards Solving the Definition Precision Problem ]]>
<![CDATA[Leila Akbarpour]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv11i110642
<![CDATA[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.]]>
