A visual approach to academic English literacy: Analysing Hong Kong University students’ reactions to Fine Art images

Abstract

This study will examine the effect of integrating Fine Art images into the EAP context at Hong Kong University in terms of students’ L2 production and reactions to this learning context.

Data will be collected from randomly selected undergraduate students in three broad disciplines: Arts, Social Sciences, and Science. Students’ English level will be tested through a preliminary speaking test. In a one-off hour procedure students will carry out speaking and writings tasks using a Fine Art work prompt. They will then be interviewed on the relevance and ease of use of the prompt in the EAP context. The same procedure will be repeated with different students, using a text prompt.

This study is situated in the wider fields of experiential learning and visual literacy. It aims to contribute to an understanding of how Fine Art images can be used in EAP contexts to help students’ thinking and expression in terms of deeper level engagement of abstract concepts. The analysis of students’ writing and speaking and reactions will engage with content, vocabulary use and students’ motivation to use English in the Fine Art prompt context and the text prompt context, under the hypothesis that the visual support of Fine Arts images might make a positive difference to learning outcomes.