Sustainability Education in L2 Writing: AI-Based Multimodal Awareness and Engagement

Abstract

This study investigates the pedagogical potential of artificial intelligence (AI)-supported multimodal writing instruction to foster both English language proficiency and sustainability awareness among middle school learners. Adopting a qualitative case study design, this research was conducted over an eight-week period in a public middle school in northern Turkey. A total of 42 seventh-grade students participated in weekly English writing sessions that incorporated AI tools as well as multimodal materials including infographics, videos, and observation logs. The instructional design was grounded in Task-Based Language Teaching (TBLT) principles and included topics aligned with the United Nations Sustainable Development Goals (SDGs). Data were collected through pre- and post-intervention written reflections and classroom observations and analyzed thematically using MAXQDA 2020. The findings revealed three key developmental shifts: (1) stronger learner engagement and intrinsic motivation in writing tasks, (2) more strategic and reflective use of AI tools across the writing process, and (3) enhanced global and ecological awareness expressed through student writing. The findings hold implications for curriculum designers, language educators, and policymakers seeking to align language education with the broader goals of sustainable development and 21st-century skill formation.