Exploring Teachers' and Students' Readiness for the Implementation of Eco-ELT in Rural Indonesian EFL Contexts

Authors

  • Arif Bulan

    Department of English Education, Institute of Teacher Training and Educational Sciences (STKIP) Yapis Dompu, Dompu 84212, Indonesia
  • Risca Ariska Ramadhan

    Department of Management, Institute of Economic Sciences (STIE) Yapis Dompu, Dompu 84213, Indonesia
  • Nur Wahyuni

    Department of English Education, Institute of Teacher Training and Educational Sciences (STKIP) Yapis Dompu, Dompu 84212, Indonesia
  • Taufik Taufik

    Department of Indonesian Language and Literature Education, Institute of Teacher Training and Educational Sciences (STKIP) Yapis Dompu, Dompu 84214, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i11.11677
Received: 17 August 2025 | Revised: 25 August 2025 | Accepted: 3 September 2025 | Published Online: 27 October 2025

Abstract

This study examines the acceptance and readiness for implementing Ecological-English Language Teaching (Eco-ELT) in Dompu schools, focusing on: (1) the beliefs and motivation of students and teachers in integrating environmental themes into English instruction; (2) the challenges of implementation; and (3) preferences for digital learning resources and locally relevant topics. A mixed-methods, cross-sectional design was employed, involving 113 students and 26 teachers. Quantitative data were collected via Likert-scale questionnaires, while qualitative insights were obtained through in-depth interviews. Quantitative analysis was conducted using JASP to generate descriptive statistics, and qualitative data were thematically analyzed. Findings revealed a high perceived usefulness of Eco-ELT among students (mean = 4.01) and teachers (mean = 4.34), with more than 75% selecting “Agree” or “Strongly Agree.” Teachers identified policy support, training, and adequate time allocation as critical, with curriculum support items achieving 100% agreement among them. Both groups preferred interactive, visually engaging, project-based digital materials linked to local environmental issues such as pollution and deforestation (teachers: mean = 4.39; students: mean = 3.78). The results suggest that successful Eco-ELT implementation requires synergy between student motivation, teacher commitment, and sustained institutional support. Policy endorsement, locally contextualised learning materials, and continuous professional development are essential to maximising the potential of Eco-ELT to integrate language proficiency with ecological awareness.

Highlights

  • Teachers and students in rural Dompu show strong readiness and motivation to adopt Ecological English Language Teaching (Eco-ELT).
  • Eco-ELT enhances English proficiency while fostering ecological awareness and critical 21st-century skills.
  • Key barriers include limited instructional time, lack of training, and insufficient institutional support, underscoring the need for stronger policy and curriculum support.
  • Both groups strongly prefer interactive, project-based digital resources contextualised to local environmental issues.
  • This study provides novel empirical evidence of Eco-ELT readiness in a rural Indonesian setting, addressing a gap in global literature.

Keywords:

Eco-ELT; Motivation; Implementation Challenges; Digital Teaching Materials; Local Environmental Issues

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How to Cite

Bulan, A., Ramadhan, R. A., Wahyuni, N., & Taufik, T. (2025). Exploring Teachers’ and Students’ Readiness for the Implementation of Eco-ELT in Rural Indonesian EFL Contexts. Forum for Linguistic Studies, 7(11), 1211–1224. https://doi.org/10.30564/fls.v7i11.11677

Issue

Vol. 7 , Iss. 11 (November 2025)

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Article

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Copyright © 2025 Arif Bulan, Risca Ariska Ramadhan, Nur Wahyuni, Taufik Taufik

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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.