Climate-Integrated EFL Instruction: A Design-Based Study to Develop Ecoliteracy and Scientific Reading Comprehension
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Abstract
Climate change, as a global emergency, increasingly shapes the lived experiences of teachers and students, necessitating multidisciplinary and pedagogically innovative educational responses that foster climate change awareness. This study examines the integration of climate change education into English language teaching in a rural public junior high school located in a deforested area dominated by palm oil plantations and mining activities. The intervention was implemented in an eighth-grade classroom using an inquiry-based learning approach to explore four core dimensions of climate change: causes, impacts, adaptation, and mitigation. The study pursued two main objectives: (1) to cultivate students’ ecoliteracy and scientific reading comprehension, and (2) to develop students’ ecological awareness and eco-identity. Employing a design-based research, data were collected through quantitative measures (pre-test, mid-intervention test, and post-test) and qualitative sources (classroom observations and reflective journals). Quantitative data were analyzed using ANOVA and Tukey’s HSD tests, while qualitative data were examined through thematic analysis. The findings indicate a statistically significant improvement in students’ ecological scientific reading comprehension between pre- and post-intervention, with 64.71% of students demonstrating substantial learning gains. Qualitative findings further reveal a balanced development of ecological knowledge, values, and action-oriented dispositions, contributing to the formation of positive eco-identities among students.
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