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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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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.
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.
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.
Investigating the Extent of Critical Thinking in Field-Dependent and Field-Independent Students’ Critical Thinking and Blogging Zahra Shahsavar; Sefa Bulut
Vision: Journal for Language and Foreign Language Learning Vol 11, No 2 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i212520

Abstract

Identifying critical thinking and learners’ characteristics is very important in an online learning environment. This study investigated the extent of critical thinking between field-dependent and field-independent students’ critical thinking and blogging. It is a quasi-experimental in which a quantitative method was employed on an intact class of the students to develop their CT skills in their argumentative blog posts. Different aspects of CT skills, such as observation, inference, reasoning, assumption, and credibility were explained to the students. The GEFT developed by Witkin et al. (1971) was applied to evaluate the students' field dependency. Moreover, Newman et al. model (1996) was applied to analyze students’ CT in their blog posts.  No significant difference was found in the number of positive and negative CT indicators used by FD and FI students. Therefore, educators who wish to improve the students’ learning may train the students in CT skills by using a pre-planned and systematic procedure without worrying about learners’ cognitive styles, particularly their field dependency.
The Effect of Parental Absence on Children’s Literacy Development: A Case Study of a Fourth-Grade Elementary School Student Petra Kristi Mulyani
Vision: Journal for Language and Foreign Language Learning Vol 11, No 2 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i116052

Abstract

The research analyzed the parental role in the literacy development of a fourth-grade Midwestern elementary school student in the United States of America. The subject selection was based on the beginning of the year assessment, which showed an early second-grade literacy level. Data were collected through observation and in-depth interviews with the homeroom teacher, reading specialist, and the subject for one semester. The observation notes, and interview transcriptions were coded. The four emerging themes were the subject’s literacy level, parental background, the caregiver’s literacy belief and behavior, the home literacy environment, and the subject’s literacy interest. The analysis showed that parental absence affected the subject’s lack of motivation in facing academic challenges and literacy difficulties. Low motivation led to low academic achievements, including literacy. The caregiver, which was the grandfather, did not display his parental role in reinforcing the subject’s literacy. A home literacy-rich environment was not created. The caregiver did not expose the subject to literacy-related activities at home. Meaningful conversation on literacy activities and achievements was not made between the caregiver and the subject, which was suggested to be the factor that caused the subject’s difficulties in processing and delivering information.  The limited parental support by the caregiver on the subject’s literacy activities and resources was analyzed to be the instrumental factor that caused the subject’s difficulties in reading and writing.
Empowering Vietnamese EFL Learners at Tertiary Level: Investigating Factors Shaping Learner Autonomy in English Language Acquisition Thi Anh Nguyen; Tra Huong Nguyen; My Hoang Nguyen; Thuy Trut Phạm; Thao Thanh Le; Yen Hoang Phuong; Thu Thi Anh Huynh
Vision: Journal for Language and Foreign Language Learning Vol 11, No 2 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i116406

Abstract

This study scrutinizes the viewpoints of Vietnamese students studying English as a Foreign Language (EFL) regarding determinants impacting their autonomy in English language acquisition. Data was amassed from 117 Vietnamese EFL learners attending a university in Vietnam by using a survey-based methodology. The survey instrument, comprising Likert-type items, was predicated on well-established conceptual frameworks derived from antecedent studies. The study unveiled multiple key influences on learner autonomy, incorporating voluntariness, learner choice, adaptability in study alternatives, peer collaboration, and beliefs about the educator’s role, motivation, capabilities, and independence. These determinants underscore the significance of learners’ active participation, personal agency, social interactions, nurturing learning ecosystems, intrinsic motivation, efficacious learning strategies, and learner empowerment in cultivating learner autonomy. The implications gleaned from these results emphasize the necessity for pedagogical stratagems that encourage voluntariness, learner choice, peer collaboration, teacher backing, motivation, skill enhancement, and learner agency within English language educational environments. These pedagogical stratagems would better equip learners for the autonomous journey of English language acquisition, thereby enhancing the overall efficiency of English language education in the Vietnamese context.
Investigating Academic Writing in EFL Contexts: Students’ Voices on Complexities and Coping Strategies Sania Alinda Mouli Asnas; Mutmainnah Mustofa; M. Faruq Ubaidillah
Vision: Journal for Language and Foreign Language Learning Vol 11, No 2 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i116326

Abstract

This research aimed to investigate students’ voices regarding the complexities that contribute to challenges and the coping strategies that address academic writing challenges they use in academic writing. Through a qualitative method, four female students majoring in English Education in the eighth semester at a private university in Indonesia were chosen as participants in this study's interview. Data analysis techniques employed include analyzing the data, coding the data, and interpreting the data. The findings indicated that twelve complexities contributed, namely learners’ low motivation, lack of lecturers’ feedback, lack of translation, lack of references, lack of time, lack of research background, low students' self-confidence, lack of experience in writing, lack of proficiency in reading, lack of critical thinking skill, lack of proper preparation in writing, and lack of a supportive writing learning environment. Students used twelve coping strategies for organization, ideas development, vocabulary, grammar, and mechanics. These strategies included exercises, feedback, reading academic papers, extensive reading, Google Translate, QuillBot, Grammarly, and Mendeley for arranging academic style. The implication of this research has been discussed here.
The Comparison of Language Learning Strategies between Iranian and Iraqi EFL Learners Based on 1990 Oxford's Model Azadeh Nemati; Abdullah Griei
Vision: Journal for Language and Foreign Language Learning Vol 11, No 2 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i116862

Abstract

The present study investigates the comparison of language learning strategies between Iraqi and Iranian EFL learners based on Oxford's model. To accomplish this, 60 BA-level participants—30 Iraqi and 30 Iranian EFL learners—from the Public University in Babylon, Iraq, and the Islamic Azad University in Shiraz, Iran—were given the 5-point Likert scale of 50 questions from Oxford's Strategies Inventory of Language Learning (SILL). They were between the ages of nineteen and twenty-eight. This quantitative and survey study used frequencies, means, standard deviations, and t-scores to quantify the dimensions of language learning strategies (LLS) and compare LLS between Iranian and Iraqi EFL learners. According to descriptive data, all LLSs among Iraqi EFL learners fell into the medium range. However, Iranian EFL students exhibited metacognitive and memory strategies more frequently and moderately. The results also distinguished Iranian and Iraqi EFL students' language learning approaches. According to the study, Iranian learners used different English learning strategies than Iraqi students. To this end, this research can also serve as a reference in language learning strategies and specify the dimensions of LLS used by Iraqi and Iranian EFL learners. The important implication of this research is that if EFL learners and teachers get aware of language learning strategies, they may develop their learning and teaching more easily and successfully.
Exploring EFL Pre-Service Teachers’ Critical Incidents in Microteaching Practicum Ista Maharsi
Vision: Journal for Language and Foreign Language Learning Vol 12, No 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i217108

Abstract

This paper analyzes pre-service teachers’ critical incidents as reflected in their e-portfolios during their teaching simulation in the microteaching course. Three cycles of teaching practice were scheduled for each student-teacher. Thirty-six student-teacher critical incidents and e-portfolios were analyzed. Data were collected mainly from their e-portfolios containing their critical incidents. In addition, observations and focus group discussions were conducted to triangulate and confirm the students’ critical incidents. Results showed that of the total 130 critical incidents, 60 occurred in their first, 38 in their second, and 34 in their third teaching cycle. It indicates that the pre-service teachers struggle more at the beginning of their teaching practicum, go through the learning process, and develop their understanding of teaching. In addition, the student-teachers are empowered by obtaining the ability to sense the theoretical and practical gaps in teaching, indicate teaching problems and complexity, become aware of the challenging classroom management issues, and future professional development. This study highlights the importance of reflective practices such as critical incident analyses to be induced in teacher training programs. Through critical incident identification, pre-service teachers are trained to develop their reflection-on-action skills, pedagogical awareness, and choices and sharpen their sense of teaching problems, particularly when encountering theory-practice gaps.
Examining Students’ Perceptions of Indonesian High School Students on the Use of TikTok in Learning English Ika Apriani Fata; Lathifah M. Nur; Andira Riski Alya
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/vjv12i216973

Abstract

With the availability of mobile devices and Web 2.0 technologies, various networking apps have become essential to English language learning (ELL). TikTok, a global app similar to YouTube, WhatsApp, Instagram, and Twitter, is becoming increasingly popular. TikTok is a video-sharing app that allows users to produce and share content while discovering material from other users. TikTok has yet to be thoroughly researched for educational purposes. However, some research suggests that social media can help language learners. This study evaluated Islamic school students' perspectives on using TikTok to learn English to enhance four English skills. In this study, 55 high school students from an Islamic country participated in an online quantitative research survey. The information was gathered using a Google Forms questionnaire. According to the research, students were enthusiastic about utilizing TikTok as a visual aid in enhancing their English skills. Writing was discovered to be the least likely of the four English skills to develop using TikTok Apps. Besides, students also stated a high preference for watching native English channels rather than local channels when learning English. As a result, TikTok has the potential to affect pupils' English proficiency positively. As a result, students and teachers can mix social networking apps to enhance English teaching and learning. Further research may be performed to look at students' voices, in the future teachers' views, and an experimental classroom design.

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