Hong Kong University students' feelings and speaking proficiency in 'English Through Art' Self-access Discussion Groups

Abstract

There is no robust research into the effect of visual art (e.g., masterpieces such as Van Gogh's Starry Night or Vermeer's Girl with a Pearl Earring) on tertiary students' feelings and spoken English language proficiency. This study aims to explore the use of art in academia through three questions: (1) How are Hong Kong University students' feelings affected in "English through Art" self-access discussion groups? (2) How is Hong Kong University students' speaking affected in "English through Art" self-access discussion groups? (3) What is the connection between the effects on HKU students' feelings and speaking in "English through Art" self-access discussion groups? Self-access discussion groups are open to any HKU students across year of study, discipline, and programme. A pseudo-randomised control group method will compare two discussion contexts: Art and non-art. Post-discussion questionnaires, interviews, and language analysis will be used to collect qualitative and quantitative data. This study refers to different language learning theories: Multimodality, Multiple Intelligences, and Content-based Instruction. Art is a powerful language learning tool, yet this valuable resource seems to have little recognition in the English for Academic Purposes (EAP) arena. It is hoped that this study will raise awareness of its potential for enhancing EAP students' emotional responses and speaking proficiency.