Vision: Journal for Language and Foreign Language Learning
Not a member yet
130 research outputs found
Sort by
Teachers' Challenges and Strategies in Teaching Speaking Through a Screen
No full textOnline learning has become a common way to deliver instruction, particularly in hybrid educational models. However, teaching speaking skills presents unique challenges because it requires real-time interaction, pronunciation practice, and fluency development. This study investigates the challenges senior high school English teachers face when teaching speaking online, the strategies they employ, and the support they require. Using a qualitative approach, data were collected from 20 teachers through questionnaires and in-depth interviews with four of them. Thematic analysis revealed four main challenges: low student engagement, time constraints that hindered feedback on pronunciation and accuracy, limited resources for authentic speaking tasks, and technical difficulties that disrupted fluency and real-time communication. To address these issues, teachers implemented various strategies. Group discussions encouraged interaction and confidence; presentations supported fluency, vocabulary, and idea organization; role-plays helped reduce anxiety and provided opportunities to practice pronunciation in contextual settings; and debates enhanced fluency, reasoning, and spontaneous speaking. The teachers also emphasized the need for engaging teaching materials, technology training, and collaborative professional development. The study concludes that although online speaking instruction presents significant challenges, strategies combined with institutional support can foster students’ fluency, accuracy, pronunciation, vocabulary, intonation, and comprehension. It is recommended that schools provide engaging digital materials, targeted teacher training, and reliable infrastructure to enhance the effectiveness of online speaking instruction
Students’ Challenges in Academic Writing for Cross-Border Communication and Translanguaging Pedagogy to Promote Glocalization
No full textFor academicians, publishing in international journals means engaging in a border-crossing activity, as they disseminate their research findings globally. People from various countries with different cultures and norms read research papers. However, academic writing is problematic for non-native English-speaking students (NNES), as prospective academics. This review paper aims to identify the challenges that NNES face in writing research article introductions (RAIs), including rhetorical structures, tense choice, tense shift, clausal and phrasal complexity, and the benefits of using translanguaging techniques in academic writing classes. Thematic analysis was employed in this library study. The research procedure involves selecting relevant research articles on the topic, reading each article, taking notes on the key findings, integrating and discussing the findings from the reviewed articles, and designing translanguaging techniques to teach academic writing to NNES. The article review reveals that NNES face challenges in writing complete rhetorical structures, particularly in tense choice and tense shift, because in academic writing, tense usage is not only governed by time but also by the rhetorical concept. It also reveals that translanguaging techniques facilitate the students’ awareness of the native language and target language academic writing rules and conventions. Translanguaging techniques enhance students’ analysis skills, critical reading, and critical thinking
Text Analysis to Enhance Flow of Ideas Fluency and Conjugation Accuracy of EFL Students’ Writing
No full textEmpirical studies revealed the EFL students’ writing problems, such as incomplete paragraph development and conjugation accuracy. These problems affected the overall text coherence. These problems have inspired teacher researchers to investigate alternative instructional techniques to improve the flow of ideas and conjugation accuracy of EFL students' paragraphs. This current research aims to investigate mood and paragraph structure analysis effectiveness to develop the conjugation accuracy and flow of ideas fluency in EFL students' paragraphs. This study followed an experimental design utilizing control and experimental groups. The research subjects comprised 30 2nd-year undergraduate EFL learners who were at an intermediate level of English proficiency. Data for this research were collected using multiple methods, including tests, documentation, and interviews. The research results revealed that mood analysis and paragraph-structure analysis were effective techniques for improving the conjugation accuracy and idea flow fluency of EFL students' writing. Thus, it is recommended that mood and paragraph structure analyses be alternative techniques to teach paragraph writing.
Implementing Activity-Based Presentation in Higher Education and Describing Presenters' Presentation Skills
No full textActivity-Based Presentation (ABP) is known for engaging students through experiential tasks. However, its implementation in higher education requires further exploration. This study aims to explain the implementation of ABP and to describe the presenters’ presentation skills. Twenty-six pre-service teachers who attended the English Across Curriculum class became the subjects of this study. Based on participants’ presentations, the researchers explained the implementation of ABP and described their presentation skills. Data on ABP implementation were analyzed using three stages of the interactive model of analysis: data condensation, data display, and conclusion drawing. Meanwhile, data on the pre-service teachers’ presentation skills were analyzed to determine the mean for each skill. This study shows that participants manage classroom presentations using methods such as ICARE, KWL Chart, Jigsaw, Text-Based Learning, Gallery Walk, Problem-Based Learning, expository, and demonstration. They have relatively good presentation skills, which support the achievement of presentation objectives. The achievement is proven by the audience's good weekly scores. This research exemplifies the enactment of integrated learning, primarily intended to equip pre-service teachers with content knowledge and presentation skills simultaneously. However, further development is needed to make this approach reach a more meaningful and impactful presentation. More studies on ABP also still need to be carried out to enhance its effectiveness
Influence of Teacher Attributes on the Use of Resources in Teaching English Grammar
Full text linkEnglish is a critical subject at every stage of the Nigerian educational system, so it is imperative to guarantee success that corresponds with the substantial resources and time invested in teaching and studying. This research looked at the influence of teachers' attributes on using resources to teach English grammar in English by adopting a descriptive survey research design. All English language instructors employed in public and private secondary schools in Ilorin were the subject of this investigation. This study’s sample comprised 268 English language instructors. A questionnaire created by the researchers was utilized. The data gathered was subjected to reliability assessment using Pearson’s Product Moment Correlation (PPMC). There was a 0.81 correlation coefficient. Mean and percentage were chosen to respond to the study questions posed. The One-Way Analysis of Variance (ANOVA) and the independent t-test were used to evaluate the generated hypotheses at the 0.05 significant level. The results show that the most regularly utilized resources for teaching English grammar were print materials and textbooks, audiovisual aids, models and manipulatives, and digital technologies. It was recommended that curriculum designers continue to promote more realistically oriented materials, as this will help to engage students more and support the efforts of teachers
English Teachers' Techniques and Approaches for Teaching Reading Comprehension in Ghanaian Senior High Schools
No full textThe declining performance of Senior High School English second-language learners in English-language examinations in Ghana has raised concerns about the effectiveness of teaching methods. Despite existing research on instructional strategies, there is a paucity of studies examining the specific techniques and approaches SHS teachers use to improve English reading comprehension among second-language learners. This study aimed to investigate the teaching techniques and approaches used by senior high school teachers in Ghana to enhance English reading comprehension, identify factors that influence the choice of technique, and explore teachers’ perceptions of their influence on learner learning outcomes. A qualitative case study design was employed, with purposeful sampling. The study adopted a constructivist approach to discuss the findings. Data were collected through focus group discussions and in-depth interviews with nine teachers from two schools. The findings revealed that teachers employed various techniques, included silent reading, scanning, skimming, and combination approaches. Skimming and scanning techniques were most preferred. Factors influencing technique choice included medium of instruction, teacher proficiency, and textbook availability. Learner's disinterest in reading emerged as a significant challenge. The study emphasizes the importance of teacher training, the accessibility of educational resources, and strategies to foster learner engagement. Findings inform educational policy and practice, emphasizing the importance of addressing English second language teacher capacity, resource availability, and learner motivation to improve English language learning outcomes
Exploring the Integration of Artificial Intelligence in Vietnamese Tertiary EFL Education: Teacher Perspectives and Pedagogical Challenges
Full text linkThis qualitative study investigates the concerns of Vietnamese tertiary English as a Foreign Language (EFL) teachers regarding the integration of Artificial Intelligence (AI) in their classrooms. As educational landscapes evolve with technological advancements, understanding educators’ perspectives on AI becomes crucial, especially in settings where technological integration is still emerging. The study involved semi-structured interviews with nine EFL teachers from two Vietnamese institutions, categorized into three career stages: novice, mid-career, and near-end career. This approach provided insights into the varying perceptions and challenges experienced by teachers at different professional phases. The findings revealed four main themes: “Technological Integration Challenges in EFL Classrooms,” highlighting the difficulties in incorporating AI tools into teaching practices; “Pedagogical Concerns and AI’s Impact on Teacher-Student Interaction,” expressing worries about how AI might alter traditional educational dynamics; “Professional Development and Readiness for AI Integration,” emphasizing the need for targeted training; and “Concerns about AI’s Impact on Student Learning Outcomes,” focusing on the effectiveness of AI in enhancing student achievement. These themes suggest a need for comprehensive professional development in AI, careful implementation that considers the human element in education, and adaptable strategies for AI integration across different career stages. This research contributes to the growing discourse on AI in education, highlighting specific challenges and needs in the Vietnamese tertiary EFL context
“Do I really recognize it?” Delving into English Language Learners’ Identity Construction
Full text linkLearners must construct a learning identity to succeed when learning English. This current study attempted to discuss English language learners’ (ELLs) insights on language learning identity construction. A survey study collected quantitative data from 219 ELLs in several Indonesian universities. Questionnaires were distributed and completed via online mode (i.e., Google Forms), and a two-week due time was assigned for each participant. As for results, various insights emerged as the ELLs recognized their identity construction. They have identity aspects such as linguistics, belongingness, expectation, attitude, and agency. Each aspect helped to form ELLs’ identity construction in many ways, including learning competence, socio-cultural awareness, educational component, and psychological conviction. Identity construction is not complicated to achieve as long as ELLs have strong learning commitment. In addition, it is implied that this study is paramount to empower pedagogical strategies, educational policies, and academic performance.
Korean as a Foreign Language Learners’ Motivation: Language Learning Stories from Indonesian Learners
Full text linkAlthough the Korean Wave has grown exponentially in Indonesia, much of the linguistic landscape has not received enough attention in the literature, especially the motivational aspect. Based on the L2 Motivation Self System (L2MSS), the present study focuses on the language learning stories of Indonesian learners of Korean as a foreign language (KFL)—consisting of two females and one male. Their language learning stories cover the past, present, and future trajectories of their language learning. Four salient themes are generated through the interview–the questions of which were partially based on the Language Learning Story Interview. The first theme is related to the pure interest in the popular culture of Korea—mostly related to the exponential growth of the Korean Wave. The second theme is characterized by the aspiration to get jobs in Korea. The third theme concerns education or the desire to pursue higher education in Korea. Lastly, parental support and intercultural marriage form the last source of motivation and contribute to creating a supporting learning environment. Conclusively, this study reveals that Indonesian KFL learners mostly exhibit both ideal L2 self and ought-to L2 self–with the former being more dominant than the latter. Implications of the study are also provided
Relationships Between College Students’ Control-Value Appraisals of English Learning, Achievement Emotions, and Empowerment
Full text linkLanguage learning involves cognitive and non-cognitive factors. Recent research has shifted focus from cognitive outcomes to emotional factors, influenced by positive psychology and an "affective turn" in second language studies. In light of this, the current study preliminarily examined the interrelationships between tertiary-level English learners’ control-value appraisals of English learning, academic emotions (i.e., enjoyment and boredom), and empowerment. A study of 289 non-English major students in southwest China used convenience sampling and quantitative questionnaires to assess their control-value appraisals of English learning, boredom, enjoyment, and empowerment. The findings indicate that learners’ enjoyment and value appraisals of English learning were at an upper-middle level, while control appraisal and empowerment were at a moderate level. Boredom, however, was rated at a lower middle level. Furthermore, there were significant correlations between these variables. Overall, control and value appraisals played a substantial role in predicting learners’ achievement emotions and empowerment. The affective aspects of language learners are essential elements that potentially shape their learning processes and outcomes. This study suggests that to empower students in their language learning journey, teachers should help them recognize the meaningfulness of language learning, bolster their self-efficacy, and create an engaging and enjoyable learning environment