Integrating Peace Literacy in ‘English Instructional Plan’ and examining its impact upon ESL Proficiency

Abstract

This study evaluated the integration of peace literacy skills into English as a Second Language (ESL) teaching practices at secondary level. The objective was to develop and implement instructional plans incorporating peace education and assess its impact on students' language proficiency. A mixed-methods approach was employed, combining qualitative and quantitative data collection for a comprehensive understanding of the research problem. An experimental research design, including a pre-test-post-test experimental and control group was used. The participants included 60 randomly selected students from one public high school. The experimental group received the peace-integrated curriculum, while the control group followed traditional ESL instruction. Quantitative data was analyzed using t-tests and ANOVA, revealing significant improvements in the experimental groups’ language proficiency, particularly in reading, writing and vocabulary. The experimental group also demonstrated more positive attitudes toward peace and conflict resolution. Qualitative data from teacher questionnaires highlighted challenges such as lack of resources and training, but also opportunities for fostering critical thinking, empathy and conflict resolution skills. The findings concluded that integrating peace education into the ESL curriculum enhances both language proficiency and students’ social-emotional development. It was recommended that curriculum developers should prioritize the creation of peace- integrated materials in English (PIME) that align with existing language learning objectives.