The Production of Multimodal Texts to Strengthen Classroom Communication: A Systematic Literature Review
DOI:
https://doi.org/10.63688/hphtxz35Keywords:
multimodal texts, educational communication, digital literacy, multimodality, communication skillsAbstract
Communication is a fundamental component of educational processes, particularly in contexts characterized by the increasing integration of digital technologies. In this scenario, the production of multimodal texts has gained relevance as a pedagogical strategy that integrates different modes of representation, such as text, images, audio, and video, to support meaning-making and the development of communication skills. The aim of this study was to analyze the contributions of multimodal text production to strengthening classroom communication through a systematic literature review. The research adopted a qualitative descriptive-analytical approach and followed the PRISMA 2020 guidelines. The literature search was conducted in Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, SciELO, and Google Scholar, considering publications from 2005 to 2025. After applying the inclusion and exclusion criteria, 14 studies were selected for analysis. The results show that multimodal texts enhance content comprehension, strengthen interaction between teachers and students, promote digital literacy, and improve communication skills. Furthermore, teacher training and access to technological resources were identified as key factors for their effective implementation. It is concluded that the production of multimodal texts is a relevant educational strategy for addressing the communicative demands of the digital society and strengthening teaching-learning processes.
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Copyright (c) 2026 Mónica Patricia Villacres Aviles, Verónica Maricela Basantes Moreano, Mery Alexandra Rodríguez Panchi, Alexandra Paulina Becerra Cuito, Edith Monserrath Chalá Portilla (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
