Dubbing, originally a technique used in movie or drama production, has been employed in language teaching and learning in recent years. This literature review aims to examine the current research state of dubbing used in language learning and the practices and implementation of using dubbing in second or foreign language learning between 2017 and 2024. By adopting the method of literature review, the initial search yielded 17847 articles, of which 45 were finally included in the analysis. The findings indicate that most studies were carried out in China, in the higher education context, and its application in English acquisition dominates. It summarises how dubbing is used in the classroom. It also elaborates that the selection of video clips is based on various factors, including the embedded knowledge, useful expressions in daily life, and the duration of the clips. Additionally, the type of speech in the video, the genre of the clips, the accents of the speakers, and instructor selection or student selection are also taken into consideration. It also concludes factors affecting the frequency of dubbing and ICT support. It implies that the proliferation of MALL and ICT may accelerate dubbing application to second or foreign language learning. The results should be considered a foundational step toward developing tailored and effective dubbing programs for learners aiming to improve their oral language.
Wang et al. (Tue,) studied this question.
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