Speaker
Abstract section 4: Outcomes/results
Survey responses from the full cohort (n=8) indicate high overall satisfaction, with most students rating the course as engaging or very engaging and motivating for learning English. Qualitative comments suggest that drawing tasks supported confidence and reduced anxiety, particularly during project presentations and peer feedback. Several students highlighted improvement in both drawing and English skills. However, responses and classroom observation indicate that English output decreased during intensive drawing phases, as students concentrated on task completion. The findings suggest that drawing tasks may enhance engagement while simultaneously limiting sustained L2 production during cognitively demanding moments.
Abstract section 5: References
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562.
Abstract section 1: Relevance
This presentation engages current debates in CLIL and task-based learning by examining how multimodal content tasks shape classroom interaction in tertiary EFL contexts. Drawing on Do Coyle’s 4Cs framework and task-based principles outlined by Rod Ellis, the course treats visual production as both disciplinary practice and communicative task. Informed by Peter D. MacIntyre’s model of situational willingness to communicate, the study considers how task conditions may both encourage and temporarily constrain L2 interaction.
Abstract section 3: Content/method
This classroom-based study was conducted in a beginner-level university drawing course taught through English. Weekly lessons included instructor demonstrations followed by student practice and individual feedback in English. Three times during the semester, students presented major projects, explained challenges, and received peer feedback in English. At the end of the course, all enrolled students completed an anonymous survey measuring engagement, motivation, and perceptions of classroom interaction. Survey responses formed the primary data set for analysis.
Abstract section 2: Contribution/research questions
Primary Research Question
1. How does a drawing-based CLIL course influence student engagement and willingness to communicate in a Japanese university EFL context?
Supporting Research Questions
2. How do students perceive the motivational impact of visual production tasks conducted in English?
3. In what ways do cognitively demanding drawing phases affect the quantity and quality of L2 output?
| Title | Sketching in English |
|---|---|
| Teaching Context | College and university education |