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Published on: September 27, 2020
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Multimodal immersion in English language learning in higher education: A systematic review
I Wayan Eka Dian Rahmanu1, Gyöngyvér Molnár2
1Doctoral School of Education, University of Szeged, Hungary.
Heliyon
|October 14, 2024
Summary
Multimodality enhances English language skills in higher education, particularly in academic and specific purposes. Digital tools and nonverbal cues are key, boosting vocabulary, reading, speaking, and writing abilities.
Area of Science:
- Educational Technology
- Applied Linguistics
- Communication Studies
Background:
- Multimodality is increasingly researched for improving English language skills.
- A gap exists in recent reviews of multimodality in higher education English language learning.
Purpose of the Study:
- To systematically review multimodal pedagogies in higher education English language learning.
- To explore methods, materials, acquired skills, and outcomes of multimodality.
- To identify research gaps and future directions.
Main Methods:
- Systematic review adhering to Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards.
- Comprehensive search of electronic databases including Web of Science and Scopus.
- Analysis of 34 research articles published between 2013 and 2024.
Main Results:
- Multimodality integration improves English language proficiency for academic and specific purposes (EAP/ESP).
- Digital multimodality and nonverbal communication (e.g., gesture, VR) dominate higher education contexts.
- Multimodal approaches significantly enhance vocabulary, reading, speaking, writing, and communicative ability.
Conclusions:
- Multimodality is a valuable pedagogical approach for developing English language skills in higher education.
- Further research is needed to conceptualize and assess learner skills through multimodal frameworks.
- The findings provide insights for educators and researchers in English language teaching.
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