Integrating Social Issues in English Language Teaching to Enhance Students’ Critical Awareness

Abstract

English Language Teaching often emphasizes linguistic competence while overlooking students’ awareness of social issues embedded in real-life communication. As a result, English learning may become detached from students’ social realities and critical engagement with societal challenges. This research aims to explore the integration of social issues in English Language Teaching and its contribution to enhancing students’ critical awareness in the classroom. A qualitative descriptive research design was employed to examine teaching practices that incorporated social topics such as inequality, environmental issues, and cultural diversity into English learning activities. The participants consisted of undergraduate students enrolled in a general English course at a university. Data were collected through classroom observations, semi-structured interviews, and analysis of students’ written and oral tasks. The data were analyzed using thematic analysis to identify patterns related to students’ engagement, critical responses, and language use during learning activities. The findings reveal that integrating social issues into English Language Teaching encouraged students to actively participate in classroom discussions, express opinions, and reflect on social realities using English. Students demonstrated improved critical awareness, as shown by their ability to analyze problems, express perspectives, and connect language learning with social contexts. Additionally, the integration of social studies content made English learning more meaningful and relevant to students’ lives. The research concludes that combining social issues with English instruction supports both language development and critical consciousness, suggesting the need for pedagogical approaches that position English learning as a tool for social understanding and civic engagement.