Green English language teaching approach to develop critical reading skills and environmental awareness among secondary school students for girls

الملخص

The present study examined the effect of using green English pedagogy to develop critical reading skills and environmental awareness among secondary school students for girls. Sixty Jordanian grade 9 EFL students participated in the present study. They were enrolled in the Serfa secondary school for girls, education directorate of Lwa'a Al-Qasr. The participants were assigned as control and experimental groups. The elicitation of data relied on three instruments, namely critical reading test, perception questionnaire and environmental awareness checklist. The current study employed the pre-and-posttest research design. It made use of the mixed method in analyzing the collected data both quantitatively and qualitatively. The findings indicated that green English instruction positively helped to develop the critical reading skills of Jordanian EFL grade 9 students. The present study recommended that curriculum planning and design of English syllabi for Jordanian secondary school should incorporate green English-based learning materials and should train Jordanian EFL teachers to employ the green English instruction with the classroom parameters.