Fostering Pragmatic Competence through Video-Based Language Learning: A Systematic Literature Review

Abstract

This study, drawing on the growing interest in multimodal tools for language learning, explores the relation between Voscreen and pragmatic competence. With the dataset received from ERIC, Scopus, Web of Science, and Google Scholar, the scope of the present analysis was delimited to English-language, peer-reviewed literature investigating the intersection of Voscreen and second language acquisition. Data were extracted and subjected to analysis to spot research method patterns, research themes, and pragmatic content. The results demonstrate the significant gap in the literature: the current Voscreen studies are so biased in their emphasis that they focus heavily on receptive language skills, i.e., vocabulary and listening, but pay little attention to the building of pragmatic competence. While Voscreen provides multimodal, authentic, and contextualized input associated with pragmatic development, this review study does not operationalize and measure pragmatic competence as a key outcome. Voscreen can be considered a theoretically promising resource whose role in pragmatics needs to be empirically proven. Only through theoretically and methodologically sound designs can the pragmatic potential of Voscreen be empirically ascertained.