Systematic Literature Review of Multimodal Classroom Discourse Analysis: An SF-MDA Perspective
Abstract
Multimodal classroom discourse analysis is critical for understanding how diverse semiotic resources interplay in shaping teaching and learning experiences. This study conducted a systematic review to explore the current status of classroom discourse analysis through the lens of Systemic Functional-Multimodal Discourse Analysis (SF-MDA). It aims to analyze the application of SF-MDA in classroom settings and identify future research directions. The review employed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method, using keywords in Scopus, Web of Science, and Google Scholar databases. Articles were selected based on strict criteria, including publication dates between 2016 and 2024, focusing on multimodal analysis in classroom contexts. A total of 25 studies from 13 countries were included for detailed analysis. The findings reveal that SF-MDA has been instrumental in uncovering how various semiotic modes—such as gestures, spatial arrangements, and digital tools—interact to construct meanings in classrooms. Despite a predominance of qualitative methodologies, there is a growing trend toward mixed-method designs to systematically assess multimodal teaching effectiveness. Future research can address existing gaps by incorporating quantitative methods, refining analytical tools, and exploring emerging digital modalities to further enhance the understanding of multimodal classroom discourse.
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