CUE CARD VLOGGING FOR GREEN ELT AND ECO-PEDAGOGY
INTEGRATING SUSTAINABLE LANGUAGE LEARNING PRACTICES IN EFL CONTEXTS
DOI:
https://doi.org/10.21009/ishel.v2i1.70333Keywords:
cue card, vlogging, green ELT, sustainability, eco-pedagogyAbstract
This study, which uses a quasi-experimental mixed-methods research design, investigates how a vlogging-integrated cue card approach conforms to and furthers the principles of Green English Language Teaching (Green ELT) and eco-pedagogy in a Thai EFL university context. The study was conducted over 13 weeks, organized into three phases: pre-intervention, intervention, and post-intervention. The participants were 55 undergraduate English majors at a university in northeastern Thailand enrolled in an English communicative course. Research instruments included a pre- and post-speaking test, a bilingual open-ended questionnaire, and a speaking rubric. The quantitative findings showed a statistically significant improvement on the speaking performance, t(55) = 35.18, p < .001, Cohen’s d = 4.89, with students scoring 14.13 points higher on the post-test. The qualitative findings led to the emergence of six different themes: enhanced learner confidence; enhanced fluency and pronunciation; enhanced motivation and enjoyment; enhancement of digital literacy; ability to adaptory learn; and self-reflective knowing of one’s own progress. The theoretical lenses of Green ELT, eco-pedagogy and place-based language learning are applied to them. The results indicate that the use of cue card vlogging tasks that are intentionally positioned within sustainable development discourse promotes learner agency, forged community-embedded communication and reduced the ecological footprint of the conventional language classroom through the elimination of paper-based materials and facilitated asynchronous digital participation. It discusses the sustainable ELT curriculum design and digital eco-literacy to help in education to the global agenda of resilience.
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