Developing Discourse Competence and Environmental Agency through Authentic Non-Literary Texts in EFL: A CLIL and Task-Based Learning Intervention

Abstract

This study examines the influence of authentic non-literary texts on the enhancement of discourse competence and environmental agency among intermediate-level university students within an English as a Foreign Language (EFL) framework. Grounded in Ecopedagogy, Content and Language Integrated Learning (CLIL), and Task-Based Language Teaching (TBLT), the research implemented a six-week “Discourse-to-Agency” instructional cycle integrating authentic environmental journalism, policy texts, and multimodal materials.

The research used an exploratory pre-post feasibility approach and included 40 students enrolled in non-philological programs. Learners engaged in the critical analysis and production of environmental discourse, followed by simulation-based tasks promoting active communication and problem-solving.

Quantitative results from pre-test and post-test comparisons demonstrated a consistent improvement in all aspects of discourse competence, especially in lexical awareness and the interpretation of evaluative language. Additionally, there were notable advancements in environmental agency, particularly regarding willingness to act and perceived self-efficacy. Effect size estimations indicate significant enhancements across assessed factors; however, these should be regarded with caution owing to the lack of comprehensive statistical dispersion data.
Participants demonstrated a shift from awareness to active involvement, reflecting increased environmental engagement.

The study shows that authentic non-literary texts function as both linguistic and transformative pedagogical tools, enhancing EFL learners’ environmental awareness and productive language skills.