A systematic review on the effectiveness of visual presentation in oral communicative classroom

Abstract

Previous research has demonstrated both significant benefits and certain limitations in the integration of visual presentations in oral communicative classrooms. This systematic literature review (SLR) aims to synthesise existing research on the efficacy of visual presentations in enhancing language learning and oral communication skills. The review employs the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, organising itself into five phases: identification, screening, eligibility, data extraction, and synthesis of findings. Key findings indicate that the efficacy of visual presentations in oral communicative classroom has been extensively investigated using multimodal approaches,  technological tools and innovative teaching methods. Nevertheless, the study acknowledged several limitations including limited sample numbers, a narrow focus on specific age groups, inherent biases, and the requirement for more rigorous methodology. This study also emphasised advantages of visual presentations in fostering engagement, creativity, and cognitive development in language education, while also highlighting areas for further research to fully understand their impact in language classrooms. By providing a detailed synthesis of strengths and weaknesses across different studies, this SLR contributes to the ongoing dialogue on innovative approaches to language learning, particularly in oral communicative classrooms.