Integrating Digital Ecolinguistics through Social Media to Enhance EFL Students’ Reading and Writing Skills

Abstrak

The rapid development of digital technology has significantly transformed the landscape of English as a Foreign Language (EFL) learning, particularly through the widespread use of social media as a source of authentic language input. This study aims to examine the effectiveness of the Ecolinguistic Digital Learning (EDL) model in improving students’ reading and writing skills by integrating environmental discourse from social media into EFL instruction. A quasi-experimental research design employing a one-group pre-test and post-test approach was used in this study. The participants consisted of 26 undergraduate EFL students. Data were collected through reading and writing tests, classroom observations, and semi-structured interviews, and were analyzed using a paired t-test and thematic analysis. The findings reveal a statistically significant improvement in students’ reading and writing performance after the implementation of the EDL model (p < 0.001). In addition, students reported positive perceptions of the learning activities, highlighting increased motivation, engagement, and ecological awareness. These results suggest that the EDL model offers an effective and meaningful pedagogical approach for integrating digital literacy, ecolinguistics, and EFL learning in higher education contexts.