Semiotics in Innovative Language Learning: A Systematic Literature Review

Abstract

This study aims to examine the effectiveness of applying a semiotic approach in innovative language learning through a Systematic Literature Review (SLR) analysis of 27 international and national articles after passing the article screening process in Scopus. The results of the study indicate that the multimodal semiotic approach, which includes translanguaging practices, Digital Multimodal Composing (DMC), and edu-semiotics, is able to overcome the limitations of conventional approaches that are oriented towards monolingualism and single texts. This approach consistently improves conceptual understanding, emotional engagement, and social agency of learners by utilizing the entire semiotic repertoire such as gestures, visuals, sounds, and mother tongue. In addition, the integration of digital technology, virtual reality, and artificial intelligence (AI) strengthens the multimodal dimension of learning that is more interactive and reflective. These findings confirm that semiotics-based learning is not only a pedagogical strategy but also a humanistic paradigm that places learners as active meaning makers in the context of 21st-century global communication.