This conceptual paper explores the framework of a "Dual Learning Path" for English language instruction,

which integrates environmental themes with AI-powered tools to enhance learner engagement and outcomes. It

argues that anchoring language learning in real-world issues like plastic pollution fosters motivation, critical

thinking, and social awareness by providing a meaningful context for communication, aligning with CLIL

principles. Simultaneously, AI tools are presented as crucial for personalizing learning and promoting

Learners require a positive learning environment to sustain their motivation—for instance, it is an advantage

when learners can learn in psychological safety and a respectful environment, in a supportive structure, and

through relevance and autonomy (Hosseini et al., 2022). In relation to learning through relevance and

autonomy, learners are to be exposed to content that is connected to the real-world context, and they will be

given opportunities to participate in activities that encourage collaboration, creativity, and critical thinking

(Wei, 2023; Vo, 2023).

Hence, English instruction can be more meaningful not only when learners are exposed to learning

grammatical skills, syntactic structure, and comprehension skills, but also when the lessons are integrated with

the real-world content (Vo, 2023). Themes such as environments, social issues, current trends, professional

meaningfully (Wang et al., 2023). Hence, Rezaei and Salehi (2022) support this instructional concept when

mentioning that this instructional approach is beneficial, as it can promote communicative competence and

also nurture learners’ critical thinking and social awareness. Learners are also equipped to apply the English

language outside the classroom setting naturally—without fear—when they engage with meaningful real-world

content (Lee & Lee, 2020). In light of this, Wang et al. (2023) support the idea that learners will gain

confidence with this approach when they can express themselves, reflect, and solve problems outside the

classroom independently.

Language learning can be natural, fun, and successful when the instruction is designed and organized

systematically (Lăpădat & Lăpădat, 2024). Some motivational factors are, in fact, key sources to help L2

learners are able to discuss naturally and may have ideas to interrogate, argue, or share their experiences

(Thanya & Suganthan, 2023). When learners gain confidence during the discussion, they will think that

language learning, for example the learning of grammar, is manageable and within their ability (Thanya &

Suganthan, 2023). The comfort that they feel during the discussion can help them to be ready to accept the new

lesson. In addition, these learners may be more excited and motivated when the delivery mode and the

classroom instructions are integrated with AI-powered learning tools (Wei, 2023; De La Vall & Araya, 2023).

This effort connects to and matches the new generations in terms of adapting to their lifestyles as well as their

learning preferences (Wei, 2023). The normal classroom settings can be improved when such efforts are

fulfilled, whereby learners will have the opportunity to apply language skills while understanding better the

should be the main focus to ensure that learners are comfortable participating during the learning session

(Hamzah et al., 2021). Moreover, language instructors may have problems in designing learner-centered

lessons that can incorporate environmental themes and AI tools into their language lessons (Sujatna et al.,

2024). Sujatna et al. (2024) added that this issue is often due to limited technological resources and instructors’

expertise and skills. The instructors too may lack access to materials that effectively integrate real-world

content with the grammar or language instructions—making the lesson plans become more complex. This

pressure becomes more critical when the learning institutions have constraints over their rigid curricula or

perhaps insufficient professional development that can hinder the integration of learner-centered approaches

and technological advancements (Nurassyl et al., 2023).

Hence, further investigation is needed to explore how environmental themes, for instance, the plastic pollution

One of the most pressing environmental themes today is pollution—specifically, plastic pollution (Kumar et

al., 2021; Bidashimwa et al., 2023). This issue directly affects people of all ages (Thushari & Senevirathna,

2020), as plastics are often seen polluting beaches, rivers, and even public spaces (Azevedo-Santos, 2021).

Such pollution harms wildlife and threatens human health (Wang, 2021) while also disrupting ecosystem

stability by jeopardizing species survival (Windsor, 2019). This is a distressing and heartbreaking reality

(Bidashimwa et al., 2023). Learners, too, may have encountered this issue and can share thoughts and opinions

during classroom discussions (Prata et al., 2019). According to Prata et al. (2019), such discussions often

involve argument, interpretation, reflection, critique, and justification. Building on this idea, Kazazoglu (2025)

argues that these forms of engagement improve learners’ critical thinking and deepen their awareness of real-

competency through the purposeful use of vocabulary, grammar, and syntactic structures (Yu et al., 2024).

motivated to apply their language skills outside the classroom and contribute ideas more effectively and

professionally.

2022; Bulathwela et al., 2024). With the rise of Artificial Intelligence (AI) in education, technology has once

again become central to teaching and learning (Bulathwela et al., 2024). AI-powered tools benefit language

learning by enabling rapid material development, designing and facilitating learning activities, and

Content-based instruction involves teaching language through meaningful topics (e.g., pollution, war, poverty,

world hunger, water crisis) rather than through isolated grammar drills. Environmental themes can be

embedded into any subject—arts, science, or humanities—and encourage natural acquisition, as students focus

on understanding content while actively using language. Environmental issues are particularly suitable for

language classes because they are current, global, and interdisciplinary. When students read, listen, and speak

about these topics, they acquire vocabulary, grammar, and structures in context while also being encouraged to

of a foreign language through the study of a content-based subject (Darn, n.d.).

Educators around the world have increasingly integrated technology into English language instruction,

acknowledging the benefits of digital resources in supporting second language learning. Research on

Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL)

consistently shows that these approaches yield superior L2 learning outcomes compared to traditional or non-

digital methods (Chen et al., 2020). Studies have further highlighted that educational apps and digital platforms

play a significant role in enhancing vocabulary acquisition, a key aspect of language proficiency (Chen et al.,

2019; Dağdeler 2023). The widespread use of mobile devices in everyday life has contributed to the growth of

MALL, allowing learners to practice language skills anytime and anywhere. This flexibility and accessibility

AI can also serve as an effective teaching partner, and the notion that AI will replace teachers is largely

unfounded. Instead, AI tools assist teachers in a wide array of areas, from material creation to adapting content

personalization, interactivity, and efficiency. These tools align perfectly with the learner-centered paradigm

shift, addressing the demand for learning that is adaptable to individual paces, preferences, and proficiency

levels (Wang et al., 2024; Kamalov et al., 2023).

The core strength of AI in ELT lies in its ability to provide personalized learning experiences. As Zhang et al.

(2021) note, AI systems can analyze a learner's performance in real-time, identifying strengths and weaknesses

in specific areas such as vocabulary acquisition, grammatical accuracy, or pronunciation. This allows for the

automatic generation of customized exercises and remedial activities, ensuring that each learner is

appropriately challenged and supported. This personalization is a key factor in fostering learner autonomy and

maintaining motivation, as students engage with material that is directly relevant to their needs (Hosseini et al.,

2022). Furthermore, AI-powered platforms can facilitate immersive practice through conversational agents and

In the context of the "Dual Learning Path," AI-powered tools provide the essential technological scaffold.

They operationalize the personalization and autonomy required to explore complex environmental content

deeply. By handling differentiated instruction and skill practice, AI allows the classroom to become a space

where learners can fully engage in the critical thinking and meaningful communication that the environmental

themes provoke, creating a cohesive and powerful learning ecosystem.

discussion synthesizes the pedagogical implications, practical applications, and inherent challenges of this

approach, as illuminated by the existing literature.

Second, the role of AI-powered tools in operationalizing this integration is paramount. The literature

promise of AI and content integration is contingent upon instructor readiness and institutional support. The

concerns about limited technological resources, instructor expertise, and rigid curricula are significant barriers

(Walter, 2024). For the dual path to be viable, professional development for educators is crucial. Teachers

must transition from being sole knowledge providers to becoming designers of learning experiences who can

effectively curate and manage AI-generated content. This requires a shift in pedagogical mindset and sustained

institutional investment in training and resources, ensuring that instructors are equipped to overcome the

learning process (Wang et al., 2024; Kamalov et al., 2023). However, promoting autonomy is often

misinterpreted as a hands-off approach from the instructor, which can lead to learner uncertainty and

disengagement (Hamzah et al., 2021). The literature suggests that autonomy is not innate but must be carefully

scaffolded within a "supportive structure" that provides psychological safety and relevance (Hosseini et al.,

2022, p. 1). Vo (2023) clarifies that making tasks relevant is a key classroom practice for fostering

engagement, which is a precursor to genuine autonomy. When tackling complex, real-world themes like plastic

pollution—a crisis that harms freshwater biodiversity (Azevedo-Santos et al., 2021) and is a pressing global

health concern (Bidashimwa et al., 2023)—learners require clear guidelines and structured tasks to channel