Seeing Through Art: A Case Study on Transforming Students’ Perspectives in the EFL Context

Abstract

This qualitative case study investigates how the integration of art in education can have an impact on adolescent EFL learners’ perspectives, empathy development, and language use in relation to the refugee crisis. The intervention was implemented in a Greek public junior high school with 15 learners aged 14 at a B1 (CEFR) level. Drawing on the Critical and Creative Learning through Aesthetic Experience framework and Project Zero’s Visible Thinking routines, students engaged with photography, sculpture, and film through a structured six-stage process. Data was collected through pre- and post-intervention written reflections, classroom observations, and student-generated questions. The inductive thematic analysis showed a meaningful transformation in participants’ perspectives. Initially marked by negative and stereotypical views, their responses gradually reflected greater empathy and deeper understanding. At the same time, there were clear improvements in their ability to interpret meaning, express evaluations, and engage more confidently and effectively in English interactions. The findings suggest that arts-integrated approaches can simultaneously support socio-emotional development and meaningful language learning in EFL contexts. The study provides a clear model that teachers and researchers can use to explore complex social issues in language education.