Development of a CLIL-ESP course for art and design students using the ADDIE model

Purpose: This study aims to develop and evaluate a Content and Language Integrated Learning -English for Specific Purposes (CLIL-ESP) course for art and design students using the ADDIE instructional design model to address their professional English learning needs.Methodology: A needs analysis questionnaire was administered to 210 art and design students. Based on the findings, an 8-week CLIL-ESP course was developed following the ADDIE framework. The course incorporated four artistic themes and Feldman's four-stage art criticism framework to integrate disciplinary content with language learning. Twenty-three students participated in the experimental phase, and semi-structured interviews were conducted to explore their learning experiences.Findings: The needs analysis revealed strong demand for discipline-specific English, particularly in reading, oral communication, writing, and cultural understanding, while existing courses were perceived as inadequate. Students reported improvements in professional vocabulary, understanding of art-related content, and analytical thinking. However, they continued to experience difficulties in oral communication, including extended explanations and spontaneous interaction, as well as in organising analytical writing, suggesting the need for more structured language output practice.Value: This study provides a theoretical and practical model for designing CLIL-ESP course based on the ADDIE framework for art and design education. By integrating discipline-specific content, language learning, and Feldman's art criticism framework, it offers practical guidance for developing professional English courses that foster both language competence and higher-order higher-order cognitive engagement. The findings provide pedagogical implications for designing CLIL-ESP curricula in creative disciplines.