Enhancing Prospective English Teachers' Reading Skills with Eco-ELT: An Ecoliteracy-Based Learning Model Integrated with Metacognitive Skills

Authors

  • Haerazi Haerazi

    English Language Education, Universitas Pendidikan Mandalika, Mataram 83115, Indonesia
  • Dedi Sumarsono

    English Language Education, Universitas Pendidikan Mandalika, Mataram 83115, Indonesia
  • I Made Permadi Utama

    English Language Education, Universitas Pendidikan Mandalika, Mataram 83115, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i11.11369
Received: 30 July 2025 | Revised: 14 August 2025 | Accepted: 27 August 2025 | Published Online: 17 October 2025

Abstract

Incorporating an ecoliteracy-based learning model within ELT also provides opportunities to promote ecological health through reading activities. By engaging with texts that explore environmental themes, learners can develop a nuanced understanding of ecological challenges and their broader societal implications. Therefore, this study aims to investigate the efficacy of the ecoliteracy-based learning model integrated with metacognitive skills in improving prospective English teachers' reading skills. This study employed a mixed method with an explanatory sequential design. 63 prospective English teachers are involved and share a similar level of language proficiency, ensuring uniformity in their academic background. The data are collected using reading tests, metacognitive tests, and interviews and the instruments are stated as valid and reliable instruments before used. Based on the data analysis, the findings showed that the ecoliteracy-based learning model integrated with metacognitive skills has a significant effect on learners' reading skills about environmental sustainability issues. Due to this, learners have positive responses to the implementation of ecoliteracy-based learning model integrated with metacognitive skills. This study underscores the transformative potential of ecoliteracy-based learning in enhancing language education. By integrating ecological principles with metacognitive skill development, the ecoliteracy-based learning model not only improves learners' reading comprehension and linguistic abilities but also fosters a deeper awareness of environmental issues.

Keywords:

Ecoliteracy; Eco-ELT; Metacognitive Skills; Prospective English Teachers; Reading Comprehensions; Sustainability Education

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How to Cite

Haerazi, H., Sumarsono, D., & Permadi Utama, I. M. (2025). Enhancing Prospective English Teachers’ Reading Skills with Eco-ELT: An Ecoliteracy-Based Learning Model Integrated with Metacognitive Skills. Forum for Linguistic Studies, 7(11), 45–56. https://doi.org/10.30564/fls.v7i11.11369

Issue

Vol. 7 , Iss. 11 (November 2025): In progress

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Article

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Copyright © 2025 Haerazi Haerazi, Dedi Sumarsono, I Made Permadi Utama

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.