Sustainable English language teaching: Eco-pedagogy in ELT
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Abstract
The research aims to explore the impact of an eco-pedagogical approach on the environmental awareness, motivation, and linguistic accomplishment of learners within the context of an English for Academic Purposes (EAP) class. Corresponding to the escalating demands of the ecological crisis, the need arises to expand the auxiliary functions of English Language Teaching (ELT) to include sustainability education. In this regard, the research fills the present gap by incorporating environmental concerns within the university-level curriculum for an EAP class in India. A quasi-experimental study was conducted among 35 undergrad students to assess the impact over an eight-week period, with thematic components such as biodiversity conservation, climate change, and sustainable living added to the regular syllabus through communication and task-based learning. The data was surveyed with the use of an environment awareness scale, a motivation scale, and an English linguistic achievement test. The results, analysed with the use of paired samples t-test, showed significant results (p < .001) with improved environmental awareness, motivation levels, and linguistic achievements over the post-test measurement. Correlation analysis also supported significant direct relations among these factors. The study proves that with the application of eco-pedagogy, there are significant improvements within ecological awareness levels, learning motives, and linguistic development. The research concludes that the inclusion of sustainability education within ELT offers an ideal learning environment with practical applications that transform the classroom environment from mere linguistic acquisition to critical education.
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