An action research on development of students’ awareness of global issues through theme-based English language teaching

Abstract

The purpose of this study is to investigate how to improve higher education students’ awareness of global issues with English teaching within the scope of the theme-based model of content-based language teaching (CBLT) approach and how to overcome problems that may be encountered during the implementation. Designed as an action research, the study was conducted in the spring term of the 2015-2016 academic year, with sophomores of a state university's vocational school. Although respecting diversities, gender equality and global warming themes were addressed within the scope of the study, this article report is limited to the theme of gender equality. The research data were collected through semi-structured interviews, observation, student journals, researcher journal and student products. The findings of the study revealed that while the concept of gender equality was generally limited to gender equality under the law prior to application, the scope of this concept was expanded to encompass both law and home, work, family and social life in many ways after the implementation. As a result of the research, it was concluded that theme-based activities contributed to awareness raising about the theme and increased the students' motivation towards the course, to learn the language, take steps on the solution of global problems and research on global issues.