Improving Students' Awareness about Sustainable Development Goals (SDGs) through Literary Text: A Case on Language Teaching

Abstract

This research was aimed to investigate students’ awareness about sustainable development goals through literary text in the perspective of language teaching. This research paper examines how specific literary works can be utilized to enhance comprehension of and involvement with the Sustainable Development Goals (SDGs) within the field of teaching English as a Foreign Language (EFL). This study employed a qualitative research approach. The researchers chose students as study participants because they create the literary texts under examination and play a crucial role in interpreting these works. To achieve maximum diversity, the study selected students' literary texts (research papers) from two classes, categorized according to IELTS proficiency levels of 5.5 and 6.0. The research utilized multiple methods to gather information, including student focus groups, teacher interviews, and an examination of the prepared sessions. Results indicated that incorporating literary works can enhance students' awareness of SDGs within English language instruction. Despite teachers' familiarity with the SDGs, only a small number incorporated them into their lessons. This research concluded that incorporating selected literary works into English language instruction can effectively enhance students' understanding of sustainable development goals, as analyzed through a functionalist approach to literary texts. The integration of such literary material into English classes positively influences students' knowledge and awareness regarding sustainable development objectives.