Abstract

This study presents a systematic literature review of the pedagogical use of audio description (AD) in additional language (AL) teaching and learning, examining how this tool has been implemented and how its pedagogical value has been conceptualized in existing research. A systematic search was conducted across two databases (ERIC and CAPES Periodicals Portal), yielding 14 empirical studies published between 2015 and 2024 for selection and analysis. Data were analyzed through inductive thematic synthesis and interpreted through an integrated theoretical model that articulates principles of multimodal mediation, cyclical input-output integration, and ecological scaffolding. The findings indicate a consistent pattern of reported pedagogical benefits associated with AD in language learning across a heterogeneous body of studies. Implementations range from individual tasks that promote cognitive mediation to collaborative projects that foster social mediation, as well as sequenced activities of increasing complexity that function as methodological scaffolds. The study suggests that the pedagogical potential of AD is closely linked to the deliberate design of learning environments that integrate cognitive, social, and ecological dimensions of language development. The review also identifies key research gaps, including the need for longitudinal studies and investigations involving lower-proficiency learners, thereby situating AD as a theoretically grounded and promising area for future research in language education.

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