Abstract

This study investigates university students’ perceptions and impressions of a visually stimulating syllabus, focusing on its effectiveness in conveying course expectations and its influence on initial impressions of instructors. A mixed-methods approach was used to gather quantitative and qualitative data from 168 university-level English-as-a-Foreign-Language (EFL) students in two universities in Japan. Students reviewed the visual syllabus and provided feedback through Google Forms surveys. Findings reveal students strongly favor the visually stimulating format for its clarity, engagement, and satisfaction. Additionally, the visual syllabus positively influenced the students’ impressions of their instructors, enhancing perceptions of professionalism and approachability. These results suggest that visually enhanced syllabi can improve students’ comprehension of course materials and foster a more engaging and inclusive learning environment. The study offers practical insights into syllabus design for educators seeking to align their teaching materials with the needs of modern learners.

This work is licensed under a Creative Commons Attribution 4.0 License.