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<p>With the rapid development of information technology and the uniquity of audiovisual materials, applying audiovisual translation (AVT) in language education (LE) has emerged as a growing interdisciplinary research field (Torralba et al., 2022; Talaván &amp; Lertola, 2022). This scoping review attempts to map out the current research landscape of the pedagogical use of AVT in LE, identify knowledge gaps and propose future research directions. Following the PRISMA Extension for Scoping Reviews—PRISMA-ScR—(Tricco et al., 2018), a quantitative analysis of predefined categories was conducted based on 162 studies, focusing on three key areas: publication characteristics, contextual factors and research design. Additionally, this review contrasts using AVT in LE across European and non-European contexts, summarising general research trends and discussing future implications. Findings indicate a significant rise in research in this area since 2021, of which experimental designs in higher education, primarily targeting English language learning outcomes, are the most common. Increasing attention is being paid to AVT’s role in enhancing integrated and transferable skills; however, there are significant geographical disparities: Europe leads the field in terms of research diversity and innovation, while studies in non-European countries tend to focus predominantly on the passive use of subtitling for English learning, aimed at improving specific linguistic skills. Recommendations for future research include promoting greater international and interdisciplinary collaboration, as well as a broader inclusion of diverse target languages and educational settings.</p>

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Bridging screens and classrooms: a scoping review of the pedagogical use of audiovisual translation in language education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月29日

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  • Yuchen Liu

摘要

With the rapid development of information technology and the uniquity of audiovisual materials, applying audiovisual translation (AVT) in language education (LE) has emerged as a growing interdisciplinary research field (Torralba et al., 2022; Talaván & Lertola, 2022). This scoping review attempts to map out the current research landscape of the pedagogical use of AVT in LE, identify knowledge gaps and propose future research directions. Following the PRISMA Extension for Scoping Reviews—PRISMA-ScR—(Tricco et al., 2018), a quantitative analysis of predefined categories was conducted based on 162 studies, focusing on three key areas: publication characteristics, contextual factors and research design. Additionally, this review contrasts using AVT in LE across European and non-European contexts, summarising general research trends and discussing future implications. Findings indicate a significant rise in research in this area since 2021, of which experimental designs in higher education, primarily targeting English language learning outcomes, are the most common. Increasing attention is being paid to AVT’s role in enhancing integrated and transferable skills; however, there are significant geographical disparities: Europe leads the field in terms of research diversity and innovation, while studies in non-European countries tend to focus predominantly on the passive use of subtitling for English learning, aimed at improving specific linguistic skills. Recommendations for future research include promoting greater international and interdisciplinary collaboration, as well as a broader inclusion of diverse target languages and educational settings.