This study explores the impact of integrating eco-linguistic pedagogy into the English curriculum of engineering colleges in West Bengal, focusing on its effectiveness in enhancing students' environmental awareness and promoting sustainable behaviour. As sustainability gains prominence in education, the role of language in shaping ecological consciousness becomes increasingly significant. This research investigates how eco-linguistic principles can serve as a transformative pedagogical tool within technical education, fostering an awareness of environmental issues and encouraging sustainable practices among engineering students. Employing a mixed-methods approach, the study utilizes quantitative surveys, assessments, and behavioural tracking to measure students' environmental knowledge, attitudes towards sustainability, and the extent to which language can influence eco-friendly actions. Surveys assess students' understanding of ecological concepts and their perspectives on language's role in promoting environmental responsibility. Behavioural tracking monitors tangible changes in practices such as energy conservation, waste reduction, and participation in environmental initiatives. In addition, the study gathers feedback from teachers regarding the feasibility and effectiveness of incorporating eco-linguistic principles into the curriculum. By bridging language education with environmental sustainability, this research aims to provide valuable insights for the integration of eco-linguistic pedagogy into technical curricula. The findings are expected to inform future curriculum development, advancing eco-education and equipping students with the necessary skills and awareness to adopt sustainable lifestyles.
Emojis have become universal in digital communication, providing a visual means of conveying emotions and ideas in text-based conversations. This systematic review contributes to understanding how emojis have been studied and their effect on the learning development of a classroom in English language learning. The reviewed research investigated the use of emojis in a learning environment, examining the current state of research on emojis in English language learning, the possible benefits and gaps in their classroom integration, and strategies for integrating English language learning. The review of the 50 research studies indicated growing interest in using emojis in language classrooms, not just for communicating emotions. Emojis can be powerful tools for providing feedback, thereby increasing motivation and engagement. Furthermore, emojis can be integrated into the curriculum through vocabulary lessons, writing exercises, and speaking activities to reinforce language skills. Emojis were recognized not only as tools for communication but also as instructional aids, motivational tools, and cultural expressions, enriching language-learning experiences across diverse contexts.
The rapid advancement of Artificial Intelligence (AI) has significantly influenced modern educational practices, particularly in English Language Teaching and English for Specific Purposes instruction. Among recent AI technologies, ChatGPT has emerged as an innovative educational tool capable of supporting interactive learning, personalized feedback, and autonomous language practice. This paper presents a theoretical exploration of the integration of ChatGPT into ESP instruction, with special reference to engineering education. The study examines the pedagogical potential of AI-assisted language learning in enhancing technical vocabulary, professional communication, academic writing, and learner engagement among engineering students. The paper is based on qualitative and conceptual analysis through an extensive review of recent literature related to ESP pedagogy, AI-assisted education, and technology-enhanced language learning. It discusses the major opportunities associated with ChatGPT integration, including flexible learning environments, learner-centered instruction, and increased communication practice. The study also highlights important challenges such as academic integrity concerns, overdependence on AI-generated content, and the evolving role of teachers in AI-supported classrooms. The paper concludes that ChatGPT can serve as an effective supplementary tool in ESP instruction when integrated with appropriate pedagogical strategies and ethical educational practices.
This action research explored strategies to boost motivation and understanding in poetry among 42 Class XII students at Norbuling Central School in Sarpang. The study aimed to address students’ lower engagement and performance in poetry compared to other literary genres, which may have been caused by traditional teaching methods. The research was guided by the question, “How can I motivate 12th-grade students to comprehend poetry learning through a read-aloud strategy?” The study employed qualitative and quantitative methods. A four-week intervention was conducted, including read-aloud strategies, expressive reading, music, rhythm, video clips, and reflective writing. Data collection involved pre- and post-tests, structured interviews, observations, and a research diary, with analysis using descriptive thematic methods. Qualitative data from structured interviews showed that students enjoy poetry learning through reading aloud and demonstrated better retention of key lines. The results indicate that rhythmic reading and multimodal strategies greatly improved understanding, confidence, and enthusiasm for poetry, with 95.24% of students showing major improvement in the post-test. The study suggests incorporating reading-aloud techniques, music, rhythm, and reflective writing into poetry lessons to promote deeper understanding and engagement of students in learning poetry. However, limitations include a small sample size and a short intervention period, providing opportunities for future research to examine the long-term effects of these strategies across different educational settings.
Writing proficiency remains a global challenge for second-language learners because writing requires complex cognitive processes such as planning, drafting, revising, and editing and research shows that explicit writing instruction combined with individualized feedback improves accuracy, coherence, and learner motivation. In Bhutan, English functions as both a core subject and the primary medium of instruction across the 13-year school system. However, national assessment reports continue to highlight persistent weaknesses in secondary students’ grammar, sentence construction, coherence, and paragraph organization. These weaknesses hinder academic performance and limit access to higher education. Thus, this action research addressed these challenges at Phuentsholing Rigsar Higher Secondary School through structured individual face-to-face coaching supported by SMART goal-setting. The intervention involved 34 Grade 10 students and the intervention was implemented over 3 months within the entire research process period from March to August. Weekly coaching sessions focused on grammatical accuracy, sentence construction, coherence, confidence, motivation, and engagement. Pre- and post-test essay scores, assessed using a 25-mark analytic rubric, showed significant improvement (pre-test M = 11.56, SD = 1.94; post-test M = 20.32, SD = 2.10; t(33) = 14.16, p < .001, d = 2.43). Qualitative evidence further confirmed increased learner confidence and classroom participation. Overall, the findings demonstrate that individualized coaching is a high-impact and replicable approach for improving English writing proficiency in Bhutan’s multilingual secondary classrooms, with potential for broader implementation.
