DEVELOPING ENVIRONMENTAL PROTECTION SKILLS IN STUDENTS IN ENGLISH LESSONS.

Аннотация

Integrating environmental education into English lessons offers a unique opportunity to develop students’ environmental protection skills while enhancing language proficiency. This article explores strategies for embedding environmental themes in English curricula, focusing on secondary students (aged 13–17). A mixed-methods study involving 50 students showed that project-based learning activities, such as writing essays on climate change or debating sustainable practices, improved environmental awareness by 28% and English fluency by 15% (pre- and post-test scores). Challenges include teacher preparedness and curriculum constraints. The article proposes practical methods like thematic vocabulary, role-plays, and multimedia projects to foster eco-conscious behaviors and linguistic skills, contributing to interdisciplinary education. Keywords: environmental education, English language teaching, environmental protection skills, interdisciplinary learning, studentengagement, sustainability Environmental degradation, including climate change and pollution, poses significant global challenges, necessitating education that equips students with environmental protection skills (UNESCO, 2020). English lessons, often focused on language acquisition, provide an untapped platform to integrate environmental themes, fostering both ecological awareness and communication skills. Research indicates that 67% of teachers believe interdisciplinary approaches enhance student engagement in environmental issues (Smith & Johnson, 2021). This article examines how English lessons can develop students’ environmental protection skills, addressing strategies, outcomes, and challenges through an evidence-based lens. English lessons offer a versatile medium for environmental education due to their emphasis on critical thinking, communication, and cultural exploration. By incorporating topics like deforestation, renewable energy, or plastic pollution, teachers can contextualize language learning within real-world issues. A 2022 study found that students exposed to environmental themes in languageclasses showed a25%increase in eco-conscious behaviors, such as recycling. This approach aligns with Kolb’s experiential learning theory, which emphasizes learning through concrete experiences and reflection (Kolb, 1984). English lessons provide opportunities for students to engage with environmental issues through writing, speaking, and listening activities, fostering bothcognitiveand affective learning outcomes. A mixed-methods study was conducted with 50 secondary students (aged 13–17) in an urban school. The intervention group (n=25) participated in English lessons with environmental themes, while the control group (n=25) followed a standard English curriculum. The intervention spanned 12weeks, with weekly 60-minute sessions. Theexperimental group engaged in: - Thematic vocabulary: Learning words like “sustainability,” “carbon footprint,” and “biodiversity”through context-rich texts. - Project-based learning: Writing essays on climate change impacts or creating posters on waste http://www.internationaljournal.co.in/index.php/jasass 255 Volume 15Issue 05, May 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 reduction. - Role-plays and debates: Simulating UN climate conferences or debating renewable energy policies. - Multimedia projects: Analyzing environmental documentaries or creating podcasts on local conservation efforts. The control group focused on general English topics (e.g., literature, grammar) without environmental content. Pre- and post-tests assessed environmental knowledge (10 multiple-choice questions) and English proficiency (writing and speaking tasks, scored out of 100). A survey (Likert scale, 1–5) measured environmental attitudes and engagement. Qualitative data included teacher interviews andstudent reflections. Quantitative data were analyzed using SPSS v28. Paired t-tests compared pre- and post-test scores within groups, and independent t-tests compared outcomes between groups. Qualitative datawere thematically analyzed to identify trends in attitudes andchallenges. The experimental group’s environmental knowledge score increased from 62.3 (SD = 8.4) to 79.7 (SD = 7.1), a 28% improvement (t(24) = 8.45, p < 0.001). Their English proficiency score rose from 70.1 (SD = 9.2) to 80.6 (SD = 8.0), a 15% gain (t(24) = 6.32, p < 0.001). The control group showed no significant change in environmental knowledge (M = 61.8to 63.2,t(24) =0.87, p = 0.39) and a modest 5% improvement in English proficiency (M = 69.5 to 73.0, t(24) = 2.14, p = 0.04). An independent t-test confirmed the experimental group’s superior outcomes (environmental: t(48) = 5.67, p < 0.001; English: t(48) = 3.89, p = 0.002). Effect size (Cohen’s d = 0.76 for environmental knowledge, 0.62 for English) indicated moderate to large practical significance. Students reported higher engagement with environmental topics, citing “r