EXPLORING STUDENTS’ PERCEPTIONS OF ECO-ELT: CHALLENGES AND OPPORTUNITIES IN LANGUAGE LEARNING

ROHMAH, CINDYA EKA PUTRI (2026) EXPLORING STUDENTS’ PERCEPTIONS OF ECO-ELT: CHALLENGES AND OPPORTUNITIES IN LANGUAGE LEARNING. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This research is grounded in the increasing urgency of environmental issues such as climate change, pollution, and ecological degradation, which require integration into education, including English Language Teaching (ELT). EcoELT (Ecological English Teaching) has emerged as an approach that combines language learning with environmental awareness. However, its implementation in higher education remains limited and uneven, particularly in terms of students' experiences and perceptions. Therefore, this study aims to explore students' perceptions of Eco-ELT, including the challenges they face and the opportunities it offers in language learning. This study used a qualitative phenomenological design. The participants were six seventh-semester students of the English Education Study Program at UIN Raden Intan Lampung, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis, including familiarization with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. The findings indicate that students generally have positive perceptions of Eco-ELT, particularly in enhancing environmental awareness, critical thinking, and meaningful learning experiences. However, several challenges were identified, such as unfamiliar environmental terminologies, difficulty in understanding complex environmental topics, emotional challenges, language skill challenges, and difficulty in completing assignments. On the other hand, Eco-ELT offers significant opportunities, including encouraging student engagement and motivation, developing various student skills, encouraging positive changes that have a real impact on the environment, supporting sustainability and the SDGs, encouraging transformative environmental learning, having the potential to strengthen institutions, and nurturing students' potential to become environmentally conscious individuals or ecological influencers. In conclusion, Eco-ELT functions as an innovative, impactful, and transformative learning approach that integrates language learning with real-life issues, fosters awareness and reflection, and prepares students to become competent educators and environmentally responsible individuals. This study highlights the importance of aligning pedagogical practices with sustainability goals to create meaningful and impactful language learning.

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