Sustainability Education in L2 Writing: AI-Based Multimodal Awareness and Engagement
Guardado en:
| Publicado en: | Sustainability vol. 17, no. 21 (2025), p. 9376-9406 |
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| Autor principal: | |
| Publicado: |
MDPI AG
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/su17219376 |2 doi | |
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| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Aydın, Yıldız Tuğba | |
| 245 | 1 | |a Sustainability Education in L2 Writing: AI-Based Multimodal Awareness and Engagement | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study investigates the pedagogical potential of artificial intelligence (AI)-supported multimodal writing instruction to foster both English language proficiency and sustainability awareness among middle school learners. Adopting a qualitative case study design, this research was conducted over an eight-week period in a public middle school in northern Turkey. A total of 42 seventh-grade students participated in weekly English writing sessions that incorporated AI tools as well as multimodal materials including infographics, videos, and observation logs. The instructional design was grounded in Task-Based Language Teaching (TBLT) principles and included topics aligned with the United Nations Sustainable Development Goals (SDGs). Data were collected through pre- and post-intervention written reflections and classroom observations and analyzed thematically using MAXQDA 2020. The findings revealed three key developmental shifts: (1) stronger learner engagement and intrinsic motivation in writing tasks, (2) more strategic and reflective use of AI tools across the writing process, and (3) enhanced global and ecological awareness expressed through student writing. The findings hold implications for curriculum designers, language educators, and policymakers seeking to align language education with the broader goals of sustainable development and 21st-century skill formation. | |
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Digital storytelling | ||
| 653 | |a Writing processes | ||
| 653 | |a Collaboration | ||
| 653 | |a Intercultural communication | ||
| 653 | |a Language proficiency | ||
| 653 | |a Case studies | ||
| 653 | |a Second language writing instruction | ||
| 653 | |a English language | ||
| 653 | |a Elementary school students | ||
| 653 | |a Student participation | ||
| 653 | |a Interdisciplinary aspects | ||
| 653 | |a English as a second language learning | ||
| 653 | |a Writing instruction | ||
| 653 | |a Second language writing | ||
| 653 | |a Chatbots | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Classrooms | ||
| 653 | |a Sustainable development | ||
| 653 | |a English proficiency | ||
| 653 | |a Task-based language teaching | ||
| 653 | |a Language instruction | ||
| 653 | |a Curriculum development | ||
| 653 | |a Middle school students | ||
| 653 | |a Linguistics | ||
| 653 | |a Multimodality | ||
| 653 | |a Critical thinking | ||
| 653 | |a Middle schools | ||
| 653 | |a Learning | ||
| 653 | |a Education | ||
| 653 | |a Literacy | ||
| 773 | 0 | |t Sustainability |g vol. 17, no. 21 (2025), p. 9376-9406 | |
| 786 | 0 | |d ProQuest |t Publicly Available Content Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3271547710/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3271547710/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3271547710/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |