Use of Multimedia Tools by Higher Education Teachers as a Learning Strategy for English as a Foreign Language

Abstract

This article addresses a bibliographic review of the use of multimedia tools by teachers in teaching English as a foreign language (EFL) in higher education institutions; Its objective is to analyze the use of multimedia tools as a methodological strategy in learning English to evaluate its implementation and influence on the language learning process, through a review of academic literature. Highlights the importance of using multimedia tools to improve language learning in university contexts and academic performance. The applied methodology is based on an investigation of the academic literature with the justification, selection, bibliographic review, organization and writing of the article. We sought to respond to how higher education teachers incorporate and use multimedia tools to enrich the English teaching-learning process; and based on the analysis carried out, the results show a significant difference in the selection and use of multimedia tools and the adaptation of teachers to this complex teaching environment. The positive impact on English learning is supported by cognitive theory and pedagogical models that emphasize the creation of knowledge, with a positive impact on English learning. However, there are technical barriers: the lack of continuous teacher training and the discordance of teachers' digital competence as crucial factors in the teaching process; Therefore, to successfully integrate these tools, it is necessary to invest more in teacher training and the development of contextualized teaching strategies.