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Makoto Shishido, Tokyo Denki University, JapanAbstract
This paper reports on a classroom study that introduced Adobe Express and its generative AI engine, Firefly, into an English as a foreign language class for STEM students in Japan. Many STEM learners encounter difficulties in writing, not only because of limited vocabulary but also due to hesitation in expressing personal ideas and little experience with creative communication. To respond to these challenges, I implemented a project-based instructional model combining writing with visual design. Students followed four steps: (1) composing a short essay, (2) revising tone and clarity with support from AI tools, (3) generating images that reflected their text, and (4) creating slides or posters using Adobe Express. By combining words and visuals, students were able to engage in more meaningful self-expression. Their written work demonstrated stronger narrative structure and improved audience awareness. Survey feedback indicated that AI-supported visual storytelling increased motivation and made revision feel more purposeful. While some students required initial guidance in using the tools, most adapted quickly and appreciated the multimodal format. The results suggest that generative AI, when used thoughtfully, can act as a supportive partner rather than a substitute. Adobe Firefly and Express encouraged students to rethink how text and images interact to convey meaning, helping them to move away from rigid prose toward more creative and communicative writing. These findings highlight the pedagogical potential of generative AI for supporting expression, creativity, and engagement among STEM learners.
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Conference: IICE2026Stream: Design
This paper is part of the IICE2026 Conference Proceedings (View)
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To cite this article:
Shishido M. (2026) From Text to Visual Story: Enhancing STEM Students’ English Writing ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2026 Official Conference Proceedings (pp. 291-300) https://doi.org/10.22492/issn.2189-1036.2026.28
To link to this article: https://doi.org/10.22492/issn.2189-1036.2026.28
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