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Revisiting the Visual Syllabus: Utility, Impact, and Teacher Impressions in University English as a Foreign Language

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Title: Revisiting the Visual Syllabus: Utility, Impact, and Teacher Impressions in University English as a Foreign Language
Language: English
Authors: William F. Priest, Howard H. Hernandez, Collette S. Grant, Jordan Yip, Randy Y. Gedarro
Source: Journal of Education and Learning. 2025 14(6):21-33.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Course Descriptions, Visual Aids, Grades (Scholastic), Attendance, College Students, Second Language Learning, English (Second Language), Foreign Countries, Student Attitudes, Teacher Student Relationship, Educational Media, Curriculum Design
Geographic Terms: Japan
ISSN: 1927-5250
1927-5269
Abstract: This study follows a study that researchers conducted at the beginning of the fall 2024 semester to investigate the first-day impacts of using an updated, visually stimulating syllabus on conveying essential course information and on initial perceptions of teachers. Findings indicated that students perceived the syllabus as easier to understand than standard text-only syllabi and that it positively impacted their impressions of teachers. In the current study we evaluate how students used the syllabus, what impact it might have had on grades and attendance, and how it affected teacher impressions over the semester. We used a mixed-methods approach to gather quantitative and qualitative data from 213 university-level English as a Foreign Language (EFL) students at two universities in Japan. After students completed an end-of-semester survey about their use of the visual syllabus, we analyzed their responses for themes. In addition, we compared final grade and attendance data between two experimental groups and four control groups to determine what impact we could deduce from that data. Findings indicate that, despite an inconsistent impact on their attendance and grades, students retained positive impressions of their instructors and found the syllabus useful. These results suggest that the visual syllabus had a positive long-term effect on students and their perceptions of their performance and teachers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487177
Database: ERIC
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: This study follows a study that researchers conducted at the beginning of the fall 2024 semester to investigate the first-day impacts of using an updated, visually stimulating syllabus on conveying essential course information and on initial perceptions of teachers. Findings indicated that students perceived the syllabus as easier to understand than standard text-only syllabi and that it positively impacted their impressions of teachers. In the current study we evaluate how students used the syllabus, what impact it might have had on grades and attendance, and how it affected teacher impressions over the semester. We used a mixed-methods approach to gather quantitative and qualitative data from 213 university-level English as a Foreign Language (EFL) students at two universities in Japan. After students completed an end-of-semester survey about their use of the visual syllabus, we analyzed their responses for themes. In addition, we compared final grade and attendance data between two experimental groups and four control groups to determine what impact we could deduce from that data. Findings indicate that, despite an inconsistent impact on their attendance and grades, students retained positive impressions of their instructors and found the syllabus useful. These results suggest that the visual syllabus had a positive long-term effect on students and their perceptions of their performance and teachers.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 21
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      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Attendance
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      – SubjectFull: College Students
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      – SubjectFull: Second Language Learning
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Educational Media
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      – SubjectFull: Curriculum Design
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      – SubjectFull: Japan
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      – TitleFull: Revisiting the Visual Syllabus: Utility, Impact, and Teacher Impressions in University English as a Foreign Language
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