Using green pedagogy approach for enhancing inferential reading skills and eco-literacy oriented incidental and intentional English vocabulary of pre-service teachers of science

Abstract EN

The preset study aimed at identifying the effect of a program that is based on green pedagogy approach for enhancing inferential reading skills and eco-literacy oriented incidental and intentional English vocabulary of pre-service teachers of science.

participants of the study were (60) pre-service science teachers at Hurghada faculty of education.

following the one-group quasi-experimental design, the program of the study was administered over the participants following a pre and post testing procedure.

instruments of the study included five instruments and materials of the study included : inferential reading skills questionnaire, inferential reading skills test, eco-literacy oriented vocabulary questionnaire, green education- based program, and eco-literacy oriented vocabulary test.

the program included four units about science vocabulary and eco-oriented language as well as inferential reading skills.

the results revealed that the program based on green pedagogy approach developed participants' reading inference skills and their knowledge of eco-and environment oriented language acquisition.

results also showed that there were significant mean differences between the participants' scores in both intentional and incidental vocabulary acquisition favoring the post testing.

the study recommended using the green pedagogy approach in designing similar courses and modules in different EFL contexts.

it also recommended integrating content and language integrated CLIL courses at both pre and in-service contexts due to the merits of this approach in both language and content knowledge development.

suggestions for further research were also provided in in the light of the obtained results.