Integrating Ecolinguistic-Based Writing Pedagogy to Enhance Students’ Writing Skills and Environmental Awareness: Evidence from a Pre-Experimental Study
Annisah – Ika Irawati – Zulharman –Waliyudin
DOI: 10.18355/XL.2026.19.01.08
Abstract
This study investigates the effect of an ecolinguistic-based writing pedagogy on students’ writing skills and environmental awareness in an English Education Study Program. As global challenges related to climate change and ecological sustainability grow, higher education must integrate environmental values into teaching. Using a pre-experimental single-group pre-test/post-test design, 35 students completed writing and environmental awareness tests before and after a 4-session intervention. Results show significant improvements in both domains: writing skills increased from an average of 63.37 to 88.66 (t = 9.36, p <0.05, Cohen’s d = large), while environmental awareness rose from 62.15 to 87.12 (t = 8.92, p <0.05, Cohen’s d = large). These findings confirm that ecolinguistic-based pedagogy not only strengthens academic writing but also fosters ecological sensitivity. This study extends ecolinguistic research beyond text analysis by applying it pedagogically in higher education writing courses. The implications highlight the potential of integrating ecolinguistics into curricula to cultivate students who are both linguistically competent and environmentally responsible.
Key words: Ecolinguistics, writing pedagogy, environmental awareness, quantitative study
Pages: 114-127
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