Analyzing EFL Learners' Learning Needs in Developing the Ecoliteracy-Based Teaching Materials in Reading Skills

This study addresses the challenge of enhancing both linguistic competence and environmental awareness among undergraduate learners. With growing concerns about environmental issues, there is a critical need for educational models that integrate ecoliteracy with language learning. The study investigates learners' needs in developing an ecoliteracy texts-based instructional model that incorporates metacognitive skills to improve reading abilities. Using a mixed-methods approach with a sequential explanatory design, the research involved 264 undergraduate students from various universities. Data were collected through questionnaires, interviews, and metacognitive tests, with statistical analysis performed using SPSS and qualitative analysis for interview data. The findings reveal that learners require ecoliteracy texts focusing on waste management, climate change, nature conservation, and environmental pollution. Integrating these topics into reading materials is vital for two main reasons: they enhance learners’ understanding of critical environmental issues and improve their language skills. The study suggests that incorporating ecoliteracy into reading curricula not only boosts linguistic proficiency but also fosters environmental awareness and critical thinking. Educators are encouraged to adopt this approach to create a more comprehensive and relevant learning experience, equipping students to be both proficient readers and environmentally conscious individuals. This model represents a solution to the dual challenges of language learning and environmental education.