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研究生:薩伊
研究生(外文):Jepri Ali Saiful
論文名稱:透過高中英語教學中融入伊斯蘭生態批判文學培養英語學生的永續發展之內在發展目標 (IDG) 的技能和素質
論文名稱(外文):The Enhancement of English Students’ Skills and Qualities of Inner Development Goals (IDG) for Sustainable Development through an Integration of Islamecocriticism in High School English Instructions
指導教授:謝百淇謝百淇引用關係
指導教授(外文):Paichi Pat Shein
學位類別:博士
校院名稱:國立中山大學
系所名稱:教育與人類發展研究全英語博士學位學程
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2023
畢業學年度:111
語文別:英文
論文頁數:143
中文關鍵詞:內部發展目標(IDG)Eco-ELT環境承諾自然連結英語溝通技能
外文關鍵詞:Inner development goal (IDG)Eco-ELTenvironmental commitmentnature connectednessEnglish communication skill
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環境議題融入英文科教學,如生態英語教學(Eco-ELT),有助於培養學生的環境意識與認同,並提升學生的環境價值觀,同時促進英文教學領域與全球環境議題融合。然而,目前在生態英語教學領域,尚未對學生的內在價值觀和能力方面進行全面的探究和研究,涉及學生對環境的承諾、自然連結以及英語溝通能力等方面的研究資訊匱乏,且生態英語教學的實踐仍有限。這些問題亟需解決,因為英語教學領域同樣肩負著解決環境問題的責任,並能夠在提升語言學習的同時促進環境永續。
本研究以地球為主題,發展了三種生態英語教學方法:人類中心主義、生態中心主義、伊斯蘭生態批判中心,並探討這三種方法對英語學生內在發展目標(IDG)品質和技能的影響。這些目標包括內在指引(保護地球的承諾)、聯繫(與自然的聯繫)以及溝通技能(英語溝通能力)。研究採用混合研究設計,對象為印尼一所高中的94名12年級英語學生(30名男生和64名女生),分為三個班級,分別接受不同的教學方法,並實施90分鐘的生態英語教學。研究收集了前後測調查的量化數據,分別測量IDG特質質和技能,並進行內容分析法的質性資料收集。這兩種數據獨立進行分析,並整合、解釋和總結。
研究發現,三種生態英語教學方法有效地培養了學生的IDG特質和技能,包括保護地球的承諾、與自然的聯繫以及英語溝通技能。在增強承諾方面,人類中心主義和伊斯蘭生態批判中心的教學方法優於生態中心主義。在培養學生與自然合一感方面,伊斯蘭生態批判中心的方法表現最佳。此外,在英語溝通技能方面,三種方法均成功鼓勵學生用英語表達想法,並在溝通中展現尊重。這些研究發現對於環境英語教學課程具有重要意義,英語教師可以運用這三種方法,特別是伊斯蘭生態批判中心的教學方法,來培養學生的IDG特質和技能。最後,本研究建議可以將來自英語新聞、詩歌和伊斯蘭經書參考資料(例如《古蘭經》和《聖訓》中的環保節段)的環境敘事,以及生態批評性討論納入教學,能成為生態英語教學中有價值的教材和活動。
Teaching environmental issues in ELT, commonly known as “Eco-ELT”, has played a critical role in fostering students’ environmental awareness and identity. The importance of Eco-ELT in nurturing students’ environmental values is crucial for progress. It serves to underscore and promote the relevance of the ELT field in tackling global issues such as the environment. Unfortunately, there has been a lack of comprehensive exploration and examination of students’ environmental values within the realm of Eco-ELT, particularly regarding their internal values and skills, including environmental commitment, nature connectedness, and English communication proficiency. Consequently, there is a scarcity of information regarding the significance and optimal practices of Eco-ELT in enhancing language learning and promoting environmental sustainability. This has led to limited implementation of Eco-ELT, thereby giving rise to skepticism regarding the contribution of the ELT field in addressing environmental crises. It is imperative to address this gap, as the ELT field carries the same responsibility as other disciplines to solve environmental issues.
The study developed three approaches of Eco-ELT instruction on the topic of Earth: anthropocentric, ecocentric, and eco-theocentric Islamecocriticism and investigated their impacts on English students’ Inner Development Goal (IDG) qualities and skill. They include inner compass (commitment to protecting the Earth), connectedness (nature connectedness), and communication skill (English communication skill). A mixed-method convergent research design was employed, involving 94 grade 12 English students (30 males and 64 females) from a senior high schools in Indonesia. The students were from three classes, each received a 90-minute Eco-ELT instruction based on one of the three approaches. Pre and post surveys were administered to measure the IDG qualities and skill, generating quantitative data. Additionally, open-ended questionnaire, nano-story reflection writing, and observation of conversational activities were used to gather qualitative data. Both types of data were analyzed using a mixed method independent analysis. The quantitative data were analyzed using ANCOVA test, treating pre-survey as a covariate, while the qualitative data were analyzed using content analysis. The results of these two analyzes were then integrated, interpreted, and concluded.
The overall metainference results of the mixed method independent analysis revealed two important findings. Firstly, all three approaches of Eco-ELT instruction effectively developed students’ IDG qualities and skill: commitment to protecting the Earth, nature connectedness, and English communication skill. Secondly, when it came to enhancing the commitment, the anthropocentric and eco-theocentric Islamecocriticism approaches outperformed the ecocentric approach. Additionally, the eco-theocentric Islamecocriticism approach was found to be the most effective in cultivating students’ senses of oneness with nature. In terms of English communication skill, all three approaches successfully encouraged students to express their ideas in English and demonstrate respect during English communication. These findings have important implications for ELT classes about environment. English teachers can utilize these three approaches, particularly eco-theocentric Islamecocriticism approach, to nurture English students’ IDG qualities and skill. Second, incorporating environmental narratives taken from English news, poems, and Islamic references (such as green verses from Quran and Sunnah), along with ecocritical discussions, can serve as valuable materials and activities for environmental teaching in ELT.
Dissertation Validation Letter (Chinese)…..................................................i
Dissertation Validation Letter (English)......................................................ii
Preface.........................................................................................................iii
Abstract (Chinese).......................................................................................iv
Abstract (English).........................................................................................v
Table of Contents ......................................................................................vii
List of Figures…..........................................................................................ix
List of Tables ...............................................................................................x
Chapter 1 Introduction................................................................................1
1.1 Background of the Study.......................................................................1
1.2 The Aim of the Study..............................................................................5
1.3 The Research Question..........................................................................6
1.4 Definition of Key Terms.........................................................................6
Chapter 2 Literature Review......................................................................10
2.1 Inner Development Goals (IDG)...........................................................10
2.2 Environmental Ethics and Ecocriticism...............................................22
2.3 Islamecocriticism..................................................................................29
2.4 Conceptual Framework........................................................................34
2.5 Summary of Theoretical Hypotheses and Questions.........................46
Chapter 3 Methodology..............................................................................48
3.1 Research Design....................................................................................48
3.2 Participants...........................................................................................50
3.3 Education Intervention: Eco-ELT about Earth.....................................51
3.4 Instruments and Procedures................................................................55
3.5 Data Analysis.........................................................................................60
3.6 Research Validity and Reliability (Quantitative) and Trustworthiness (Qualitative)................................................................................................64
3.7 Research Ethics.....................................................................................65
Chapter 4 Findings......................................................................................67
4.1 Quantitative Findings...........................................................................67
4.2 Qualitative Findings..............................................................................71
4.3 Integration Findings: Quantitative and Qualitative.............................80
Chapter 5 Discussion..................................................................................96
Chapter 6 Conclusion, Limitation, and Suggestion.................................110
Chapter 7 Implication...............................................................................113
References.................................................................................................116
Appendices................................................................................................131
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