Transforming Eco-Digital Literacies Through Multimodal Projects in English Language Learning

Iklil Saifulloh; Khuaxay Sengsouk; Akhmad Fatoni; Syihabul Irfan

doi:10.30736/ej.v13i1.1392

Authors

Iklil Saifulloh Universitas Islam Majapahit
Khuaxay Sengsouk Ministry of Information, Culture, and Tourism
Akhmad Fatoni
Syihabul Irfan

DOI:

https://doi.org/10.30736/ej.v13i1.1392

Keywords:

transformed practice, multiliteracies pedagogy, ecolinguistics, eco-digital literacy, English language learners

Abstract

Students’ engagement with digital media has increasingly influenced English language learning; however, its role in developing ecological awareness remains underexplored, particularly in Indonesian English language learning (ELL) contexts. Previous studies have primarily discussed digital literacy and environmental education as separate areas, while paying limited attention to how English learners transform ecological concerns into meaningful digital texts through multimodal practices. This study investigates how transformed practice within multiliteracies pedagogy supported undergraduate students in redesigning local environmental issues into multimodal digital texts. Employing a qualitative case study approach, this research involved twelve undergraduate English language learners and collected data from student artefacts, reflective accounts, classroom observations, and semi-structured interviews. The digital artefacts included a reforestation documentary, the Nawasena educational game, digital journalism, and fandom-based environmental posters. Data were analysed thematically using multiliteracies pedagogy, particularly the concept of transformed practice, and ecolinguistic perspectives to examine how students constructed and communicated ecological meanings through different modes. The findings indicate that students used digital media not only to complete academic assignments but also to communicate ecological concerns and engage audiences beyond the classroom. The documentary project developed place-based ecological storytelling; the game project integrated environmental decision-making through narrative interaction; the journalism project encouraged critical ecological discourse; and the poster project transformed youth popular culture into an environmental campaign language. Nevertheless, the transformation process varied among students due to differences in digital experience, access, and confidence in using multimodal resources. The study suggests that eco-digital projects can support English learning by connecting language practices with students’ local ecological experiences, cultural resources, and environmental concerns.

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