Nature is vital to our survival. Unfortunately, the pervasive impact of modernity and industrial advancement leads to environmental contamination.

Ecocriticism, a sort of multidisciplinary inquiry, has recently undergone exponential growth. According to studies this concept relates to the connection between literature and the physical environment or ecology. It examines the link between the natural environment and the complexity of human relationships in literature. Consequently, the study of Ecocriticism fundamentally instills in humans the values of nature or Mother Earth appreciation. In the practical field of Ecocritical education, for example, studies of the values of loving and preserving nature have been established within and outside the classroom. Through "teaching literature to children" and "introduction to literature" courses in English Language Teaching (ELT) departments, prospective teachers have been trained to be "green" agents of morality. Students are taught not just the grammatical and linguistic characteristics of literary works, but also the environmental problem and the imperative of preserving nature. In this instance, the instructors spread and develop an appreciation for the environment in the classroom. It contributes to resolving the tension between man's view of himself as superior to nature and nature, the essential source of life on earth (Bahador & Faghfori, 2014). This objective is vital and must be investigated. Consequently, the researcher offers Eco-English Language Teaching or Eco-ELT, which investigates the responsibilities of English instructors as "green" moral agents in the classroom. It blends the spirit of Ecocriticism with the teacher's position as a role model and transformative agent. Consequently, the purpose of this study is to investigate the notions of Ecocriticism and English Language Teaching (ELT) by providing theoretical elaborations for each subject. This research is also intended to provide instances of Eco-practical ELT's uses in lesson plans and instructional materials. It is also anticipated to provide practical direction and comprehension for English instructors and green schools to propagate environmental dialogue concepts in educational settings.

The study of Ecocriticism encourages the emergence of ecocritical perspectives that seek to integrate an environmental component into their respective fields, and education is no exception. Consequently, the researcher recommends a new combination of inter-disciplinary research dubbed Eco-ELT. It is the result of combining the studies of ecology and literature with English Language Teaching (ELT). The utilization of literary works in English language instruction provides a basis for the Eco-ELT principles. The English literary works, such as poetry, novels, short stories, folklore, scripts of plays or drama, scripts of theatre, textbooks, nature writing, and traditional or contemporary songs, can serve as catalysts to evoke the messages of Ecocriticism study, thereby instilling the virtues of loving nature or Mother Earth in humans. Using the presence of ecocritical teaching, the ecological concerns of literary works may be included into classroom instructional resources. They are implemented throughout the whole teaching and learning process, as represented in the lesson plan. They are also chosen and created as optional or required English teaching tools. In this way, tutor for English (for example, https://livexp.com/skills/english) may not only instruct pupils on the grammatical and linguistic characteristics of literary works, but also discuss the environmental catastrophe and the need to preserve nature. Eco-ELT is anticipated to produce "green" moral agents in educational contexts, as a result of these fundamental results (English teachers). In which English is utilized not just to eliminate language barriers and improve people's language skills, but also to address ecological concerns within the social humanity matrix.