Using Green English Language Teaching Approach to Enhance Faculty of Education English Majors’ Descriptive Writing and Environmental Awareness

This study tried to explore the effect of the Green English Language Teaching approach on enhancing the faculty of education primary English majors’ descriptive writing and environmental awareness. The present study adopted the one-group quasi-experimental research design to achieve the study objectives. Participants of the study were (120) primary English majors at Minia Faculty of Education. The study program was administered to the participants following a pre- and post-testing procedure. To achieve the purposes of the study, the researcher developed the needed instruments, including a diagnostic test, a descriptive writing skills test, and an environmental awareness scale. The findings showed a considerable statistical improvement favoring the post-testing of the descriptive writing skills test and the post-administration of the environmental awareness scale. Recommendations and suggestions for further studies were provided.

This study tried to explore the effect of the Green English Language Teaching approach on enhancing the faculty of education primary English majors’ descriptive writing and environmental awareness. The present study adopted the one-group quasi-experimental research design to achieve the study objectives. Participants of the study were (120) primary English majors at Minia Faculty of Education. The study program was administered to the participants following a pre- and post-testing procedure. To achieve the purposes of the study, the researcher developed the needed instruments, including a diagnostic test, a descriptive writing skills test, and an environmental awareness scale. The findings showed a considerable statistical improvement favoring the post-testing of the descriptive writing skills test and the post-administration of the environmental awareness scale.