ECO-LITERATE AND MOTIVATED: TERTIARY EFL LEARNERS’ MOTIVATION AND ENGAGEMENT IN CLIL LEARNING WITH ECOLOGICAL CITIZENSHIP
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Grounded in the philosophy of Content and Language Integrated Learning (CLIL), this study examines Ecological Citizenship Pedagogy (ECP) as a promising framework for reorienting the educational goals in tertiary English classes toward socially and environmentally responsible learning. Despite this recognition, many students report limited motivation and suboptimal engagement in English classes, perceived to be disconnected from their disciplinary and professional development. Anchored in humanity- and science-oriented pedagogy, this study investigates how ECP fosters students’ motivation and engagement in ecological literacy and English language learning through shared inquiry, exploring how ECP influences first-year students’ motivation and attitudes toward integrated English and ecology learning and how they perceive their experiences through SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis. This study employed Sagor’s (2005) Collaborative Action Research (CAR) model and Hadjichambis et al.’s (2020) instructional framework. The findings grounded in the questionnaire and post-course SWOT reflection by students reveal that ECP enhances motivation and ecological literacy embodied in students’ sustained engagement in collaborative inquiries on ecological issues through the mediation of multimodal resources. While motivational gains were observed, the study underscored the need for careful interpretation of the results, particularly regarding their impact on language and ecological competencies. The research highlights the importance of tailored support, multisemiotic resources, and collaborative lessons to create a democratic learning environment that nurtures reflective, socially responsible learners.
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