Enhancing Students’ Understanding of Sustainable Development through Academic English Instruction: A Content Analysis of the Pearson University Success Reading & Writing Program
DOI:
https://doi.org/10.65168/Keywords:
Student Engagement, Critical Thinking, Textbook Analysis, Global Issues, Academic Skills.Abstract
This study aims to investigate how academic English instruction influences students’ understanding of sustainable development. The research was conducted with approximately 200 first-year students at Mandakh University using the Pearson University Success Reading and Writing A2 (High-Beginning) textbook. A mixed-method approach combining textbook content analysis and a questionnaire survey was employed. The reliability of the instrument was confirmed with a Cronbach’s alpha of 0.86. The results indicated that students demonstrated a high level of understanding of sustainable development (M = 4.72, SD = 0.53).
Furthermore, a positive correlation was found between student engagement and language development (r = 0.47, p < 0.01). Regression analysis also revealed that student engagement significantly predicts language development (β = 0.41, p < 0.01; R² = 0.37). The findings suggest that academic English instruction can play a significant role in enhancing students’ understanding of sustainable development while simultaneously supporting their language development.
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