This study investigates the impact of integrating art-based instructional activities into English as a Foreign Language (EFL) speaking classes among Iranian intermediate learners. Recognizing the limitations of traditional language teaching methods—especially in fostering speaking proficiency—this quasi-experimental research engaged 60 B1-level students divided into control and experimental groups. Over eight weeks, the experimental group participated in art-integrated lessons, including visual storytelling, music analysis, drama, and creative drawing, while the control group followed a conventional syllabus. Pre- and post-tests, learner journals, classroom observations, and discourse analyses were used to assess speaking development. Results showed that students exposed to art-based instruction demonstrated statistically significant improvement in fluency, vocabulary range, and self-confidence compared to the control group. Qualitative insights revealed increased motivation, lowered anxiety, and more spontaneous communication, with students describing their learning as enjoyable and expressive. The findings suggest that incorporating arts into EFL curricula fosters deeper engagement, creativity, and communicative competence. This pedagogical shift encourages a learner-centered environment that supports affective and cognitive development. The study concludes by recommending wider implementation of arts-based strategies in language education and calls for further research into long-term and cross-cultural effects.

Art integration creative pedagogy communicative competence EFL speaking skills Iranian students learner engagement language anxiety visual arts