Applying the Activity Theory Framework to Raise EFL Learners’ Ecological Critical Language Awareness

Subject Areas :

Ghazaleh Cheraghpour Samvati ¹ , Parviz Maftoon ² , Mojgan Rashtchi ³

1 - Department of English, Faculty of Literature, Humanities, and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - دانشگاه آزاد اسلامی علوم و تحقیقات تهران، گروه زبان انگلیسی، تهران، ایران
3 - TEFL Department, North Tehran Branch, Islamic Azad University, Tehran, Iran

Received: 2024-05-25 Accepted : 2024-06-27 Published : 2024-06-23

Keywords: Activity theory, Ecolinguistics, Ecological critical language awareness, Environmental studies, Second language acquisition ,

Abstract :

Our planet faces major environmental issues that must be addressed through ecological initiatives, education, and awareness raising. In language education, ecolinguistics has grown substantially during the last decade and has taken a cognitive step toward fostering and improving people’s ecological awareness; however, there was no mention of pedagogical practices of ecolinguistics rooted in theories of second language teaching and learning. Thus, the present study sought to apply a framework of English teaching based on the Activity Theory to raise EFL learners’ ecological critical language awareness. The researchers of the current quasi-experimental study employed a non-equivalent pretest and posttest control-group design to assess the effectiveness of using an AT-based framework in EFL classes to foster learners’ critical language awareness of ecological issues. An experimental group (n=45) and a control group (n=45) with intermediate-level members selected through convenience sampling took part in the study. The experimental group was taught with the AT-based framework, while the control group was not. The result of the independent samples t-test indicated that the ECLA of the experimental group had risen significantly compared to the control group. Also, the results of a series of paired samples t-tests comparing the pretest and posttest of the experimental group’s score on each domain of the ECLA showed that the learners’ awareness of all six domains had significantly improved. The study suggests that implementing the AT-based framework to teach ecolinguistics in language classes can be a promising way to raise learners’ ECLA.

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