Context. Research stresses out that teaching English in universities of culture has specific features in terms of vocabulary, grammar and developed skills. Purpose or goal. The purpose of this paper is to outline the three-stage model of teaching English to art students. As the curriculum presupposes studying English for both general and special purposes, as well as mastering skills essential for corresponding professional communication sphere, it influences the content of the studied material and the structure of the academic process. The description of the highlighted stages enables specialists to apply the results for experimental purposes. Approach. The level of our students’ English language proficiency ranges from A2 (pre-intermediate) to B1 (intermediate) according to the Common European Framework of Reference for Languages (2002). We focus our study on learners whose language skills are of A2 level. Throughout the course, we tested the development of skills (Writing, Use of English, etc.) once a month 3 times. We name the benefits of the course for art students in this article. Actual or anticipated outcomes. The analysis revealed that the group with learning outperformed the control groups. While the results were encouraging, continued improvement is indicated and discussed. Conclusions. We recommend conducting investigations with control groups and experimental, in both sampling and duration, not only on writing and reading skills, but also on grammar, reading comprehension and other language aspects to corroborate the current findings and increase their potential generalizability. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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