Making the EFL Reading Class Effective and Paperless: A Quantitative Study on Reducing Greenhouse Gas Emissions

Abstract

Traditional English as a Foreign Language (EFL) reading classrooms are heavily reliant on printed materials, including textbooks, photocopied articles, and workbooks. This practice contributes significantly to paper consumption, leading to deforestation and associated greenhouse gas (GHG) emissions. This study aimed to (1) quantify the perceived reduction in paper usage by transitioning academic reading activities for an undergraduate Functional English course to the WhatsApp platform, and (2) measure undergraduate students' perceptions of the effectiveness of this paperless approach for their reading comprehension and engagement. A quantitative methodology was employed. Data were collected via an online survey questionnaire from a sample of 250 undergraduate EFL students enrolled in a Functional English course who used WhatsApp as the primary medium for receiving and discussing reading materials for one academic semester. Data were analyzed using SPSS software for descriptive statistics (frequencies, percentages, means, standard deviations). The findings indicate an overwhelming perceived reduction in paper usage (estimated at over 90% by respondents). Furthermore, a strong majority of students (M > 4.0 on a 5-point Likert scale) perceived the WhatsApp-based reading class as effective, citing benefits such as increased accessibility, convenience, and enhanced peer interaction. The integration of widely available mobile technology, specifically WhatsApp, presents a viable and effective strategy for creating paperless EFL reading classes. This approach not only fosters a modern and engaging learning environment but also aligns with global sustainability goals by offering a tangible solution to reduce the educational sector's carbon footprint through minimized paper consumption.