Arab World English Journal (AWEJ) Volume 14. Number 4 December 2023                  Pp.395-408
DOI: https://dx.doi.org/10.24093/awej/vol14no4.25

 Full Paper PDF

The Effects of Ecology-Oriented Instruction on Enhancing EFL Learner’s Writing
Competence

 Saban Kara
Department of English Language Teaching, Faculty of Education, Tishk International
University, Erbil – KRI, Iraq
Email: saban.kara@tiu.edu.iq

 

Received:08/24/2023            Accepted:12/05/2023                         Published:12/15/2023

 

Abstract:
 The twenty-first century has witnessed an unprecedented pace of environmental issues with catastrophic consequences. Accordingly, an increasing number of initiatives have been seized to solve ecological problems in cooperation. In this regard, integrating eco-friendly practices into EFL classes has received considerable attention globally. However, the effects of ecology-oriented writing instruction have not been explored thoroughly in the Iraq context. Thus, this study was carried out to fill this gap in the literature with 30 EFL learners who studied at a language preparatory school of a private university in the spring semester of the 2022-2023 Academic Year in Erbil. Participants, whose ages were between 18 and 24, were chosen through the convenience sampling method. The study lasted eight weeks when data were gathered via writing exams and interviews in this explanatory sequential mixed-methods research design study. Control group students were exposed to traditional instruction, while experimental group students’ lessons were enriched by ecology-oriented writing topics. The in-depth analysis was performed through SPSS 27 and NVivo. The former revealed that experimental group students increased their writing competence more substantially than the control group students. Likewise, interview findings unearthed that students’ awareness about ecological problems increased dramatically in the experimental group, while the difference was not significant in the control group. The findings of this study may drive authorized bodies to integrate eco-friendly approaches into academic writing lessons on a global scale.
Keywords: Academic writing, eco-friendly approaches, EFL learners, environmental issues, raising awareness

Cite as: Kara, S. (2023). The Effects of Ecology-Oriented Instruction on Enhancing EFL Learner’s Writing Competence.  Arab World English Journal, 14 (4): 395-408.
DOI: https://dx.doi.org/10.24093/awej/vol14no4.25

References

Abdulla, N., Wrya, H., & Durmaz, O. (2020). Green product perception in Kurdistan Region of Iraq. Black Sea Journal of Management and Marketing1(1), 1-15. https://doi.org/10.47299/bsjmm.v1i1.29

Alimjanovna, X. D. (2022). Formation of ecological consciousness and culture among young people and developing their skills of rational approach to the environment. European Journal of Business Startups and Open Society2(4), 4-7. Available at https://www.inovatus.es/index.php/ejbsos/article/download/620/572

Armbruster, K., & Wallace, K. R. (Eds.). (2001). Beyond nature writing: expanding the boundaries of ecocriticism. University of Virginia Press. Available at https://www.upress.virginia.edu/title/1221/

Arundati, R., Sutiono, H. T., & Suryono, I. A. (2020). Effect of ecological awareness, personal norms and ecological attitude to conservation behavior. Proceedings on Engineering Sciences, 2(2), 187-196. https://doi.org/10.24874/PES02.02.009

Balgopal, M. M., Wallace, A. M., & Dahlberg, S. (2012). Writing to learn ecology: A study of three populations of college students. Environmental Education Research18(1), 67-90. https://doi.org/10.1080/13504622.2011.576316

Benton Jr, R. (2015). Reduce, reuse, recycle… and refuse. Journal of Macromarketing35(1), 111-122. Available at https://journals.sagepub.com/doi/10.1177/0276146714534692

Celik, B., & Kara, S. (2022). Students’ perceptions of the general English proficiency test: A study on Tishk International University students in Erbil, Iraq. Revista Amazonia Investiga11(59), 10-20. https://doi.org/10.34069/AI/2022.59.11.1

Corraliza, J. A., & Collado, S. (2019). Ecological awareness and children’s environmental experience. Psychologist Papers40(3), 190-196. https://doi.org/10.23923/pap.psicol2019.2896

Cumming, G. S., Cumming, D. H., & Redman, C. L. (2006). Scale mismatches in social-ecological systems: causes, consequences, and solutions. Ecology and Society11(1), 464-482. Available at https://www.jstor.org/stable/26267802

Elsherif, E. A. (2013). Raising Awareness: Introducing eco-composition into EFL writing classroom. Arab World English Journal4(1), 77-89. https://www.awej.org/images/AllIssues/Volume4/Volume4Number1March2013/7.pdf

Ginting, D., & Barella, Y. (2022). Academic writing centers and the teaching of academic writing at colleges: literature review. Journal of Education and Learning (EduLearn)16(3), 350-356.  https://doi.org/10.11591/edulearn.v16i3.20473

Hartman, C. L., Hofman, P. S., & Stafford, E. R. (2002). Environmental collaboration: potential and limits. In Partnership and leadership: Building alliances for a sustainable future (pp. 21-40). Dordrecht: Springer Netherlands. Available at https://research.utwente.nl/en/publications/environmental-collaboration-potential-and-limits

Head, D. (2022). Nature Prose: Writing in Ecological Crisis. Oxford University Press. Available at https://global.oup.com/academic/product/nature-prose-9780192870872

Kara, S., & Abdulrahman, S. A. (2022). The effects of product approach on language preparatory school students writing score in an academic writing course. Canadian Journal of Language and Literature Studies, 2(4), 45-65. https://doi.org/10.53103/cjlls.v2i4.57

Kosimov, A. (2022). The importance of English language, its positive and negative aspects. International Journal of Formal Education1(11), 53-57. Available at http://journals.academiczone.net/index.php/ijfe/article/view/442

Köylü, Z., & Tracy-Ventura, N. (2022). Learning English in today’s global world: A comparative study of at home, anglophone, and lingua franca study abroad. Studies in Second Language Acquisition44(5), 1330-1355. https://doi.org/10.1017/S0272263121000917

Küçük, T. (2023). Factors Leading to Writing Anxiety in EFL Classes. International Journal of Social Sciences & Educational Studies, 10(1), 1-12. https://doi.org/doi: 10.23918/ijsses.v10i1p1

Kurtén, T. (2020). Ecological crisis–so what? Ethics, views of life and academic writing. In eco-theology (pp. 3-17). Brill Academic Publishers. https://doi.org/10.30965/9783657760367_002

Lai, S. J., & Tseng, M. I. L. (2011). Taking an ecological view to research Taiwanese EFL students’ English literacy learning. The Asian EFL Journal, 13(3), 301-343. Available at http://asian-efl-journal.com/PDF/September-2011.pdf#page=301

Mukherjee, S. B., & Roy, S. (Eds.). (2023). Interrogating eco-literature and sustainable development: theory, text, and practice. Taylor & Francis. Available at https://www.routledge.com/Interrogating-Eco-Literature-and-Sustainable-Development-Theory-Text/Mukherjee-Roy/p/book/9781032206653

Nystrand, M., Gamoran, A., & Carbonaro, W. (2001). Writing as a learning tool: Integrating theory and practice, 57-81. Springer. Available at https://link.springer.com/chapter/10.1007/978-94-010-0740-5_5

Prabawani, B., Hanika, I. M., Pradhanawati, A., & Budiatmo, A. (2017). Primary schools eco-friendly education in the frame of education for sustainable development. International Journal of Environmental and Science Education12(4), 607-616. Available at https://www.researchgate.net/publication/317365366_Primary_Schools_Eco-Friendly_Education_in_the_Frame_of_Education_for_Sustainable_Development

Rahman, M. M., Tabash, M. I., Salamzadeh, A., Abduli, S., & Rahaman, M. S. (2022). Sampling techniques (probability) for quantitative social science researchers: A conceptual guidelines with examples. Seeu Review, 17(1), 42-51. https://doi.org/10.2478/seeur-2022-0023

Rashid, M. H., Ye, T., Hui, W., Li, W., & Shunting, W. (2022). Analyse and challenges of teaching writing among the English teachers. Linguistics and Culture Review6(2), 199-209. Available at https://lingcure.org/index.php/journal/article/view/2004

Ricoy, M. C., & Sánchez-Martínez, C. (2022). Raising ecological awareness and digital literacy in primary school children through gamification. International Journal of Environmental Research and Public Health19(3), 1149-1160. https://doi.org/10.3390/ijerph19031149

Rosa, C. D., Collado, S., & Larson, L. R. (2022). The utility and limitations of the new ecological paradigm scale for children. The Journal of Environmental Education53(2), 87-98. Available at https://eric.ed.gov/?id=EJ1348859

Routarinne, S., Juvonen, R., & Pentikäinen, J. (2023). Developing writing across and in school subjects: Introduction to special issue. Journal of Writing Research, 15(1), 1-14. https://doi.org/10.17239/jowr-2023.15.01.01

Setyowati, L., Sukmawan, S., & El-Sulukiyyah, A. A. (2020). Investigating the students’ writing ability in responding to environmental issue. Arab World English Journal10(4), 238-250. Available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3512618

Shen, R., & Chong, S. W. (2023). Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework. Assessment & Evaluation in Higher Education48(3), 276-290. https://doi.org/10.1080/02602938.2022.2072468

Spreafico, C., & Landi, D. (2022). Investigating students’ eco-misperceptions in applying eco-design methods. Journal of Cleaner Production3(1), 55-70. https://doi.org/10.1016/j.jclepro.2022.130866

Statista (2022, April 1). Most spoken languages in the world. Statista. Available at https://www.statista.com/statistics/266808/th e-most-spoken-languages-worldwide/

Szeberenyi, A., Lukacs, R., & Papp-Váry, Á. (2022). Examining environmental awareness of university students. Eng. Rural Dev21(2), 604-611. Available at http://www.papp-vary.hu/english/Examining_Environmental_Awareness_of_University_Students.pdf

Tong, Y., Hasim, Z., & Halim, H. A. (2023). The Role of L2 Vocabulary Knowledge in Writing Proficiency from the Perspective of Mediating Effect of Fluency.  Arab World English Journal, 14 (3)210-230. https://dx.doi.org/10.24093/awej/vol14no3.14

Toyon, M. A. S. (2021). Explanatory sequential design of mixed methods research: Phases and challenges. International Journal of Research in Business and Social Science, 10(5), 253-260. https://www.ssbfnet.com/ojs/index.php/ijrbs/article/view/1262

Vasileva, P., Golubev, V. Y., Ibragimov, I., & Rubtsova, S. (2021). Trash to treasure: Integrating environmental awareness into university curriculum. Journal of Teaching English for Specific and Academic Purposes, 9(2), 205-216. https://doi.org/10.22190/JTESAP2102205V

Yamalee, E., & Tangkiengsirisin, S. (2019). Effects of integrated feedback on academic writing achievement. Arab World English Journal, 10 (3) 250-270. https://dx.doi.org/10.24093/awej/vol10no3.17

Yildiz, Y., & Budur, T. (2019). Introducing environmental awareness to college students with curricular and extracurricular activities. International Journal of Academic Research in Business and Social Sciences, 9(3), 667-675.

Yucedal, H. M., Abdulrahman, S. A., & Kara, S. (2022). Process-genre approach in teaching writing to language preparatory school students at a private university in Iraq. Canadian Journal of Educational and Social Studies, 2(5), 28-46. https://doi.org/10.53103/cjess.v2i5.64

 

 

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg
Received: 08/24/2023 
Accepted: 12/05/2023   
Published: 12/15/2023
https://orcid.org/0000-0002-7501-7961
https://dx.doi.org/10.24093/awej/vol14no4.25    

Saban Kara (MA) is an instructor at TISHK International University in Erbil, Iraq. He currently works as the vice director of TIU Language Preparatory School. He is a prolific writer on various topics, such as extensive reading, web 2.0 tools, types of written corrective feedback, CALL, MALL, and mentor-mentee relationships. He aims to contribute more to the scientific community with high-impact publications during his lifespan. ORCID: https://orcid.org/0000-0002-7501-7961