Beyond dictation: podcasts and audio resources for meaningful digital writing in foreign language learning: a systematic literature review
DOI:
https://doi.org/10.63688/jh8d1943Keywords:
podcasts, digital writing, EFL, multimodal composing, learningAbstract
Introduction: The use of podcasts and audio resources in English as a Foreign Language teaching offers opportunities to move beyond traditional practices focused on dictation and isolated listening comprehension. This study aims to analyze and synthesize recent scientific evidence on the potential of podcasts and audio resources to support digital writing, multimodal composing, and related competencies such as creativity, autonomy, self-regulation, and learner engagement in EFL contexts.
Methodology: A systematic literature review was conducted using a qualitative, descriptive-analytical approach and following PRISMA 2020 guidelines. Fifteen scientific articles published between 2022 and 2025 were analyzed. This study aims to analyze and synthesize recent scientific evidence on the potential of podcasts, audio resources, and digital multimodal composing to support digital writing and related competencies in foreign and second language learning contexts, with particular emphasis on EFL.
Results: The reviewed studies showed a positive tendency toward improvements in writing performance, idea organization, creativity, autonomy, self-efficacy, self-regulation, and multimodal competence. Podcasts were also identified as valuable linguistic input for more complex and meaningful writing activities.
Conclusions: Integrating podcasts with digital writing tasks can strengthen EFL learning by connecting comprehension, interpretation, and written production. Further research using experimental and quasi-experimental designs is recommended to directly evaluate its impact in EFL contexts.
References
Abdelhalim, S. M. (2025). From traditional writing to digital multimodal composing: Promoting high school EFL students’ writing self-regulation and self-efficacy. Computer Assisted Language Learning, 38(8), 1795–1824. https://doi.org/10.1080/09588221.2024.2322148
Akoto, M., & Li, M. (2025). Exploring collaborative digital multimodal composition: Interaction patterns and texts in the French as a Foreign Language context. System, 129, 103583. https://doi.org/10.1016/j.system.2024.103583
Cao, Z., & Mao, Z. (2025). Teachers’ conceptualizations of digital multimodal composing in L2 writing. Journal of Second Language Writing, 68, 101210. https://doi.org/10.1016/j.jslw.2025.101210
Chaves-Yuste, B., & de-la Peña, C. (2023). Podcasts’ effects on the EFL classroom: A socially relevant intervention. Smart Learning Environments, 10, Article 20. https://doi.org/10.1186/s40561-023-00241-1
Jiang, L., & Hafner, C. A. (2025). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching, 58(4), 528–546. https://doi.org/10.1017/S0261444824000107
Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing, 57, 100869. https://doi.org/10.1016/j.jslw.2022.100869
Kang, S., & Kim, Y. (2023). EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study. International Journal of Applied Linguistics, 33(2), 340–361. https://doi.org/10.1111/ijal.12473
Kessler, M., & Marino, F. (2023). Digital multimodal composing in English language teaching. ELT Journal, 77(3), 370–376. https://doi.org/10.1093/elt/ccac047
Kim, Y., Belcher, D., & Peyton, C. (2023). Comparing monomodal traditional writing and digital multimodal composing in EAP classrooms: Linguistic performance and writing development. Journal of English for Academic Purposes, 64, 101247. https://doi.org/10.1016/j.jeap.2023.101247
Maghsoudi, N., Golshan, M., & Naeimi, A. (2022). Integrating digital multimodal composition into EFL writing instruction. Journal of Language and Education, 8(1), 84–99. https://doi.org/10.17323/jle.2022.12021
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pham, Q. N., & Li, M. (2023). Digital multimodal composing using Visme: EFL students’ perspectives. The Asia-Pacific Education Researcher, 32, 695–706. https://doi.org/10.1007/s40299-022-00687-w
Xie, L., & Jiang, L. (2025). Promoting second language writing autonomy through digital multimodal composing. Journal of Second Language Writing, 69, 101225. https://doi.org/10.1016/j.jslw.2025.101225
Yu, S., Zhang, E. D., & Liu, C. (2026). Research into practice: Digital multimodal composition in second language writing. Language Teaching, 59(2), 197–213. https://doi.org/10.1017/S0261444824000375
Zhang, E. D., & Yu, S. (2024). Understanding L2 student writers’ self-assessment in digital multimodal composing: A process-oriented approach. System, 121, 103219. https://doi.org/10.1016/j.system.2024.103219
Zuo, Y. (2024). Freedom and constraints: English learners’ investment in writing through digital multimodal composing. System, 125, 103456. https://doi.org/10.1016/j.system.2024.103456
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Diana Esthefanía Rosales Sánchez, María Elizabeth Heras Ordóñez, Byron Patricio Castro Mosquera, Yesenia Vanesa Idrobo Bermeo (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
