ECO-LITERATURE IN THE EFL/ESL CLASSROOM: A PATHWAY TO ENVIRONMENTAL AWARENESS AND LANGUAGE LEARNING USING AI TECHNOLOGIES

Abstract

In his essay "Literature and Ecology", William Rueckert used the word Eco-literature. The growing ecological crisis calls for immediate awareness among the present and upcoming generations. As literature reflects one's life, society, nature and environment, a unique range of genres is regarded as Eco-literature as it consists of poetry, fiction, non-fiction, etc., conveying moral and ethical consciousness among the readers. Imparting this knowledge in the upcoming generation is easy if expressed through the growing student community. Thus, Eco-literature as a part of the curriculum at the school and university levels significantly impacts the ecological responsibility of the student community. Through an Experiential Classroom Intervention methodology among grade IX learners, the study scrutinises the effectiveness of AI-assisted ESL and EFL classrooms in promoting LSRW skills.  In this contemporary era, language acquisition can be done in many ways, using digital technology and AI. Traditional methodologies, like grammar-translation, drill, and repetition, have become outdated. Methods like Technology-Enhanced Language Learning (TELL), Content and Language Integrated Learning (CLIL), and Multimodal and Arts-based Learning have the required impact on contemporary language learners. As the inventions take place, the influence of AI has impacted the pedagogical methodologies in ESL and EFL classrooms. Such potential technology can be used to teach eco-literature to contemporary 21st-century students. The findings also suggest that AI-supported eco-literature serves the educational goals of language development and environmental consciousness.