The impact of ICT on oral and written expression in higher education
DOI:
https://doi.org/10.55204/trc.v5i2.e499Keywords:
oral communication, academic writing, higher education, digital technologies, artificial intelligence, systematic reviewAbstract
This systematic review examines the impact of Information and Communication Technologies (ICT) on the development of oral and written communication skills in higher education, following the PRISMA 2020 protocol. Based on the analysis of 42 peer-reviewed studies published between 2020 and 2025, this study identifies key trends, pedagogical benefits, and challenges associated with the use of digital tools such as videoconferencing platforms, AI-based writing assistants, virtual reality environments, and collaborative online resources. The findings reveal significant improvements in oral fluency, textual coherence, communicative autonomy, and student motivation. Nevertheless, structural limitations persist, including the digital divide, insufficient teacher training, and ethical dilemmas related to the adoption of emerging technologies. The study concludes that critically integrated and pedagogically grounded ICT can enhance communicative competences in higher education, provided that inclusive policies and sustained teacher development strategies are implemented.
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