Journal of Studies in Language, Culture and Society (JSLCS)

Strengthening Biotechnology Students’ Understanding Of Global Sustainability Themes Through An Esp Blended Learning Approach

Auteurs : Chelghoum Ahlem .

Résumé

Sustainability has become a global concern due to its strong impact on the world economically, socially, and environmentally. However, integrating sustainability into English for Specific Purposes (ESP) remains neglected despite the growing emphasis on education for sustainable development. This study investigates the effectiveness of a blended ESP course designed to strengthen biotechnology students’ English language competence and to enhance their understanding of global sustainability themes. To achieve this, a mixed-methods research design was employed with second year biotechnology students. The course combined face-to-face instruction with online learning activities through the online platform ‘Moodle’, incorporating scientific texts, videos, quizzes, and interactive learning activities. Students’ language performance was evaluated using a pre-test and a post-test, whereas their awareness and attitudes towards sustainability were examined through a post-course online survey. The major findings revealed that integrating several sustainability themes into a blended ESP course enhances students’ English language skills and increases their knowledge and motivation to adopt more sustainable practices in the future. The study further suggests that integrating sustainability into ESP can promote language proficiency by connecting disciplinary content with real-world global challenges. These findings contribute to the increasing body of research on sustainable ESP pedagogy by demonstrating how blended learning can simultaneously support language development and sustainability education. The study finally provides practical insights into designing interdisciplinary ESP materials that foster collaboration between language and subject-matter teachers to prepare learners for increasingly sustainability-oriented professional contexts.

Mots clés

biotechnology ; blended learning ; English learning ; ESP pedagogy ; sustainability