Visual Merchandising Tasks and Their Impact on English Communication and Aesthetic Awareness

This investigation explores learners’ views on incorporating retail-oriented visual art assignments within English language courses, particularly emphasising their influence on communicative competence and aesthetic engagement. Leveraging the expanding focus on multimodal pedagogy and cross-disciplinary inquiry, the analysis interrogates how visual artistic components, especially those derived from retail, including advertisements, merchandising displays, and promotional graphics, enrich language acquisition among university undergraduates. 92 diploma and degree candidates from a local university’s campuses in Perak and Negeri Sembilan, comprised the sample of this quantitative inquiry. Data was gathered via a standardised questionnaire composed of fifteen items on a five-point Likert scale aligned with three analysed research themes, and descriptive statistical techniques produced the mean scores for each question. Results indicate that respondents essentially endorsed the incorporation of visual art-based assignments. High engagement rates were recorded, with mean values ranging from M = 3.93 to M = 4.32 across the three research dimensions. Especially pronounced evidence indicated that the tasks clarified learning objectives (M = 4.26), facilitated clearer self-expression (M = 4.10), and sustained motivation for both oral and written performance (M = 4.07). A pronounced aesthetic awareness surfaced, with students carefully evaluating colour, spatial organisation, and typeface in graphic materials, supported by strong ratings in aesthetic engagement (M = 4.14–4.24). Furthermore, combining visual merchandising components with linguistic tasks was enjoyable and advantageous in enhancing self-assurance and linguistic fluency. The evidence indicates that embedding visual-art interventions in genuine retail environments constitutes a promising instructional device within English language pedagogy. The approach simultaneously advances communicative competence and cultivates visual literacy and creative skills. Accordingly, the study's outcomes yield significant counsel for curriculum architects with an intent on integrating artistic practice, language instruction, and practical application within higher-education programmes.