Designing Audio-Based Multimodal Interfaces for English Teaching: A Conceptual Model Based on an Integrative Literature Review

The rapid evolution of technology has led to significant advancements in the digital interfaces area. In particular, multimodal interfaces have gained popularity as they provide opportunities for incorporating multiple senses in interaction design, enhancing the user experience beyond mere visual engagement. Considering human sensory modalities, auditory mode is processed more quickly than the visual mode because humans have evolved to be particularly sensitive to sound. Extensive research in the English language learning field has established that the development of auditory and oral skills is pivotal to attaining fluency in a foreign language. It has led to the creation of new digital resources and interfaces. In this scenario, audio has emerged as a valuable resource for designing effective multimodal interfaces for English language teaching. The present study aims to identify categories for audio-based multimodal interfaces for English teaching. In order to achieve this objective, we conducted an integrative review of the literature, employing the analysis and synthesis of theoretical findings from traditional and systematic literature reviews. The study identifies two primary aspects, namely multimodal interfaces and language teaching, which are presented in a conceptual model, organized into five categories: (I) multimedia learning, (II) audio typologies, (III) emerging technologies, (IV) teaching strategies, (V) listening strategies. The model results provides guidance for developing effective multimodal interfaces for English learning.