Abstract

In this study we examined the effectiveness of integrating a Sustainable Environment Project into English language instruction to improve trainees’ environmental knowledge, English language skills, and learning attitudes. We employed a quasi-experimental pretest and post-test design with two groups of vocational trainees. We collected data using knowledge tests and attitudinal questionnaires before and after the intervention. The findings revealed notable improvements in both groups across all learning outcomes, with Group 2 demonstrating the greatest gains despite lower baseline performance. Post-test results also indicated highly positive attitudes towards learning English through sustainability-related projects. Overall, the findings suggest that project-based learning integrated with sustainability themes is an effective approach for enhancing both cognitive achievement and learner motivation in English language education. A limitation of the study was the variation in the number of trainees who completed the pretest and post-test due to absences during different weeks of the training semester.

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