This study investigates the use of Adobe Express and its integrated generative AI engine, Firefly, to enhance English language learning among STEM students at a Japanese university. STEM students often face difficulties in writing due to limited vocabulary, lack of confidence, and insufficient experience with creative communication. To address these challenges, a project-based instructional approach was implemented, combining writing tasks with visual design supported by generative AI tools. Students followed a four-step process: (1) composing an essay in English, (2) using AI tools such as Firefly to refine tone and clarity, (3) generating images with Adobe Express based on their written content, and (4) designing digital posters or slides using Adobe Express. By visualizing their ideas with Firefly’s text-to-image generation and enhancing layout and design with Express, students were able to engage in more meaningful and multimodal self-expression. The integration of generative AI empowered students to explore how visual and linguistic elements interact to convey messages effectively. Student work showed improved creativity, stronger narrative structure, and enhanced audience awareness. Many students reported that the ability to create AI-generated visuals deepened their understanding of the written content and increased their motivation to revise and polish their writing. While some students required initial guidance on using the tools, most adapted quickly and responded positively to the multimodal format. This presentation argues that generative AI tools like Adobe Firefly and Express offer valuable pedagogical potential by supporting creativity, expression, and engagement in English learning for STEM learners.

Authors:
Makoto Shishido, Tokyo Denki University, Japan

About the Presenter(s)
Dr. Makoto Shishido is currently a professor of English and educational technology at the School of System Design and Technology, Tokyo Denki University, Japan. He also serves as Director of the Center for International Affairs. After receiving his bachelor's degree in linguistics in Japan, Dr. Shishido attended the University of the Pacific, Stockton, California, in the U.S., gaining his Master's degree in Education with an emphasis on multicultural education. He then started his Ph.D. study at International Christian University in Japan and earned his doctoral candidacy before embarking on an academic career, which has both embraced teaching undergraduate and postgraduate students and research. He then earned his Ph.D. degree at Tohoku University. Dr. Shishido’s research has embraced studying the Input Hypothesis in second language acquisition and developing computer-assisted language learning materials for facilitating autonomous learning. His current research interests include developing e-learning materials with speech recognition and artificial intelligence and''

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