Revisión sistemática de la multimodalidad en el aprendizaje del inglés en entornos híbridos
| Pages | 447-456 |
| Date | 01 May 2026 |
| Published date | 01 May 2026 |
| Author | Michael Cesar Hidalgo López,Nelly Gioconda Panchi de Terán,Rosy Mercedes Mendoza Cobeña |
| Subject Matter | Social Sciences |
TELOS: Revista de Estudios Interdisciplinarios en Ciencias Sociales
ISSN 1317-0570 / ISSN (e) 2343-5763
Vol.
28
(2)
. Mayo-Agosto
2026
447
Universidad Privada Dr. Rafael Belloso Chacín, Venezuela
REVISIÓN SISTEMÁTICA DE LA MULTIMODALIDAD EN EL APRENDIZAJE DEL INGLÉS
EN ENTORNOS HÍBRIDOS
Michael Cesar Hidalgo López
https://orcid.org/0009-0000-8265-5008
Nelly Gioconda Panchi de Terán
https://orcid.org/0000-0002-9015-2352
Rosy Mercedes Mendoza Cobeña
https://orcid.org/0009-0003-6147-2327
RECIBIDO: 17/01/2026 / ACEPTADO: 08/05/2026 / PUBLICADO: 18/05/2026
RESUMEN
La enseñanza del inglés en educación superior se desarrolla actualmente en entornos híbridos que articulan experiencias presenciales
y digitales, lo que ha incrementado el interés por enfoques multimodales capaces de integrar recursos visuales, auditivos y kinestésicos
en el proceso de ap rendizaje. En este contexto, la presente revisión sistemática tuvo como objetivo analizar la evidencia cie ntífica
publicada entre 2019 y 2025 sobre la multimodalidad aplicada al aprendizaje del inglés en entornos híbridos universitarios. El estudio
se desarrolló conforme a la declaración PRISMA 2020 e incluyó artículos localizados en bases de datos de alto impacto, entre ellas
Scopus, Web of Science, ERIC, ScienceDirect, Taylor & Francis Online, Redalyc y Scielo. Tras el proceso de identificación, cribado,
elegibilidad e inclusión, se seleccionaron 50 estudios para el análisis final. Los hallazgos evidencian que la integración pl anificada de
recursos multimodales favorece la m otivación, la participación estudiantil, la comprensión lector a, la fluidez oral, la pronunciación y la
autonomía en el aprendizaje del inglés. Asimismo, se identificaron tres tendencias dominantes: el uso de herramientas digital es
interactivas para pr omover el aprendizaje activo, la incorporación de experiencias multisensoriales para fortalecer competencias
lingüísticas y la consolidación de modelos híbridos orientados a responder a la diversidad de estilos y necesidades de aprend izaje. No
obstante, persisten limitaciones vinculadas con la formación docente, la brecha digital, la evaluación multimodal y la ausencia d e
criterios metodológicos estandarizados. Se concluye que la multimodalidad constituye una estrategia pedagógica pertinente y eficaz
para el aprendizaje del inglés en entornos híbridos, siempre que su implementación responda a diseños didácticos contextualizados,
inclusivos y pedagógicamente coherentes.
Palabras clave: multimodalidad; aprendizaje del inglés; entornos híbridos; educación superior; revisi ón sistemática.
Systematic Review of Multimodality in English Learning in Hybrid Environments
ABSTRACT
The teaching of English in higher education is currently conducted within hybrid environments that integrate both face-to-face and digital
experiences. This shift has increased interest in multimodal approaches capable of incorporating visual, auditory, an d kinesthetic
resources into the learning process. In this context, the present systematic review aimed to analyze the scientific evidence published
between 2019 and 2025 on multimodality applied to English language lear ning in hybrid university settings. The study was conducted
in accordance with the PRISMA 2020 guidelines and included articles retrieved fr om high-impact databases, including Scopus, Web of
Science, ERIC, ScienceDirect, Taylor & Francis Online, Redalyc, and Scielo. Following the processes of identification, screening,
eligibility, and inclusion, a total of 50 studies were selected for the final analysis. The findings indicate that the structured integration of
multimodal resources enhances student motivat ion, engagement, reading comprehensio n, oral fluency, pr onunciation, and learner
autonomy in English language learning. Furthermore, three dominant trends were identified: the use of interactive digital tools to promote
active learning, the incorporation of multisensory experiences to strengthen linguistic competencies, and the consolidation of hybrid
models aimed at addressing diverse learning styles and needs. However, several limitations persist, including challenges related to
teacher training, the digital divide, multimodal assessment, and the lack of standardized methodo logical criteria. It is concluded that
multimodality represents a relevant and effective pedagogical strategy for English language learning in hybrid environments, provided
that its implementation is grounded in contextualized, inclusive, and pedagogically coherent instr uctional design.
Keywords: Multimodality; English language learning; hybrid environments; higher education; syste matic review.
Introducción
El aprendizaje de lenguas extranjeras en el siglo XXI ha experimentado una transformación sustancial gracias a la integración
de tecnologías digitales, metodologías activas y enfoques centrados en el estudiante. En este contexto, la multimodalidad educativa se
Universidad de las Fuerzas Armadas ESPE, Ecuador. mchidalgo4@espe.edu.ec
Autora de correspondencia. Universidad Tecnológica Empresarial de Guayaquil UTEG. Ecuador . npanchi@uteg.edu.ec
Armada del Ecuador. Centro Tecnológico Naval, Ecuador. rosy.mendoza@cetn av.armada.mil.ec
Cómo citar: Hidalgo López, M., Panchi de Terán, N., Mendoza Cobeña, R. (2026). Revisión sistemática de la multimodalidad en el aprendizaje del
inglés en entornos híbridos. Telos: Revista de Estudios Interdisciplinarios en Ciencias Sociales, 28(2), 447-456. www.doi.org/10.36390/telos282.23
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