Using Green Pedagogy Approach for Enhancing Inferential Reading Skills and Eco-literacy Oriented Incidental and Intentional English Vocabulary

نوع المستند : المقالة الأصلية

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تربية الغردقة

المستخلص

The research identified the effect of a program based on Green Pedagogy approach for enhancing inferential reading skills and eco-literacy oriented incidental and intentional English vocabulary. Participants of the research were (60) pre-service science teachers at Hurghada Faculty of Education. Following the one-group quasi-experimental design, the program of the research was administered over the participants following a pre and post testing procedure. Instruments of the research included five instruments: 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. Results of the study showed 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 research 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.

الكلمات الرئيسية

الموضوعات الرئيسية

مجلة العلوم التربوية - کلية التربية بقنا

المقالات الجاهزة للنشر، المقال المقبول
استمارة إلكترونية متاحة 16 May 2023

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