A Theoretical Review of Multimodal Teaching Methods for Enhancing English Oral Communication Competence
DOI:
https://doi.org/10.14456/au-ejir.2026.9Keywords:
Multimodal Teaching, English Oral Communication, Systematic Theoretical Review, Input-Interaction-Output Pedagogy, Multimodal Communicative Competence Model (MCCM)Abstract
This Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guided systematic theoretical review synthesizes multimodal teaching interventions published between 2019 and 2024 to evaluate how visual, auditory, gestural, and interactive modalities influence English language learners’ oral communication competence. Across five databases (Web of Science, Scopus, ERIC, PubMed, and Google Scholar), 73 records were identified, 51 underwent full-text screening, and 41 studies met the inclusion criteria for final analysis. Findings indicate that multimodal role-play and task-based activities consistently enhance learners’ willingness to communicate and sustain engagement. Computer-assisted pronunciation training (CAPT) and automated speech recognition (ASR) tools produce moderate improvements in intelligibility when incorporated into scaffolded instructional cycles. Conversational AI chatbots provide additional speaking opportunities but yield meaningful gains only under structured pedagogical guidance. Immersive virtual and augmented reality environments reliably lower speaking anxiety and increase motivation, though effects on fluency and accuracy depend on task complexity and cognitive load management. This review’s unique contribution is the introduction of the Multimodal Communicative Competence Model (MCCM) and a three-stage Input-Interaction-Output pedagogy, which together offer a coherent framework for aligning multimodal affordances with oral competence development. Practical implications include improved instructional design, multimodal assessment practices, and targeted teacher training to support effective integration.
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