2026· International journal of research and innovation in social science· Vol 10, pp. 16387-16401· 0 citations
TL;DR
The findings indicate that collaborative and project-based learning significantly enhance language proficiency, learner autonomy, and communicative competence through active participation and peer interaction.
Abstract
Collaborative language learning has become an important pedagogical approach in higher education because of its potential to improve language proficiency, learner engagement, and 21st-century skills. However, existing studies often examine pedagogical practices, affective factors, or technology integration separately, resulting in a fragmented understanding of collaborative language learning. This systematic literature review synthesizes recent empirical research on collaborative language learning in higher education by focusing on three themes: (1) collaborative and project-based learning for language development, (2) motivation, anxiety, and learner engagement, and (3) technology-enhanced and mobile-supported collaborative language learning. Guided by the PRISMA 2020 framework, a systematic search was conducted using the Scopus and Web of Science databases. Following the identification, screening, eligibility, quality appraisal, and data abstraction processes, 19 peer-reviewed journal articles published between 2021 and 2026 were selected for analysis. The findings indicate that collaborative and project-based learning significantly enhance language proficiency, learner autonomy, and communicative competence through active participation and peer interaction. Motivation, self-efficacy, learner engagement, and reduced language anxiety were identified as essential factors influencing successful collaborative learning. The review also highlights the growing role of technology, including blended learning, mobile-assisted learning, flipped classrooms, and online collaborative platforms, in supporting communication, interaction, and flexible foreign language learning experiences. This SLR offers an integrated perspective on collaborative language learning and provides practical implications for educators, curriculum designers, and researchers seeking to develop effective, learner-centered, and technology-enhanced language learning environments.
This paper examines the use of collaborative approach for language learning in modern education. Informed by constructivist and interaction theories, this literature review study adopts a qualitative method. Findings from 20 recent papers about the use of collaborative language learning strategies are discussed. Results highlight the relevance of collaborative learning approach for effective development of language skills (writing, reading, listening and speaking). It is prominent due to its potential to promote togetherness and team work to reach the same goal. Additionally, collaborative language learning allows effective interaction, learner to learner feedback, critical thinking, and learners’ engagement and motivation. Learners experiment the use of the language in a diversity of contexts. This reduces language anxiety and promotes learners’ confidence. Effective collaborative language learning is decisively reinforced by rational use of digital and online tools. Technologies are reliable sources of input; they facilitate interaction and sharing of learning material. Therefore, the paper recommends a strategic integration of Information and Communication Technologies in collaborative language learning.
Improving learning outcomes in elementary education requires a comprehensive understanding of multiple educational factors that contribute to effective teaching and learning. This study aims to systematically synthesize empirical evidence regarding teacher competence, instructional media, and learning motivation in relation to elementary school students’ learning outcomes through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines, encompassing the stages of identification, screening, eligibility assessment, and inclusion. Literature was retrieved from Scopus, SINTA, and Google Scholar, yielding 145 records, of which 20 empirical studies published between 2020 and 2025 met the predefined inclusion criteria and were included in the qualitative synthesis. The findings were analyzed using thematic synthesis and organized into four recurring themes: teacher competence, instructional media, learning motivation, and competence–media integration. The synthesis indicates that teacher competence is consistently associated with instructional quality, while interactive instructional media support students’ engagement and conceptual understanding when integrated appropriately into classroom practices. Learning motivation is frequently reported as an important learner-related factor associated with participation, persistence, and academic achievement. However, variations across studies suggest that these relationships are influenced by differences in educational contexts, instructional approaches, and methodological designs. This review contributes by integrating fragmented empirical evidence into an integrative conceptual framework that organizes recurring research patterns and contextual relationships among the reviewed variables. The findings provide theoretical guidance for future research and practical implications for teacher professional development, instructional innovation, and educational policy aimed at improving elementary school learning outcomes.
The rapid advancement of digital technologies has transformed higher education and increased the need to develop graduates with the technical competencies and workplace readiness skills required by the Information Technology (IT) industry. As a strategic approach, Technology-Enhanced Learning (TEL) has emerged to support student learning and digital engagement. However, the existing literature remains inconsistent regarding the relationships among technology-enhanced learning environments, student engagement and IT employability skills. This analytical review examines the relationship between technology-enhanced learning environments, student engagement and IT employability skills. Relevant studies were identified through a structured literature search of major academic databases using predefined inclusion and exclusion criteria. The review synthesises literature on digital learning platforms, learning management systems, collaborative tools, virtual laboratories and related technology-supported practices in higher education. It also considers student engagement as a multidimensional construct comprising behavioural, emotional and cognitive engagement. The selected studies were analysed through thematic synthesis to compare findings, identify recurring themes and examine areas of inconsistency. The review indicates that effective technology-enhanced learning environments with strong system capability and high system quality can improve behavioural, emotional and cognitive engagement, which may help IT students develop technical skills and workplace readiness. The paper identifies gaps in existing research, including limited integrated models, insufficient attention to emotional and cognitive engagement, inadequate focus on IT-specific employability skills and limited evidence from developing-country contexts. The review contributes to the existing literature by synthesising available evidence and providing practical implications for educators, curriculum designers, higher education institutions and policymakers seeking to enhance graduate employability through technology-enhanced learning.
Hasanthi Dahanayake, M. Johar, Jacquline Tham· Asian Journal of Research in...· 1 citation
Despite extensive research on blended teaching in higher education, limited attention has been given to how learning support mechanisms facilitate key competency development. This study examines how four types of learning support—resource, community-based, process and tool, and emotional support—contribute to competency development in a blended English language course. Based on the “Five-Stage Learning, Four-Stage Support” model grounded in the Production-Oriented Approach, data were collected from 227 engineering undergraduates through questionnaires, semi-structured interviews, and classroom observations. Findings indicate improvements in four competencies: professional English proficiency, self-regulated learning, collaborative teamwork, and communicative problem solving. Multiple regression analysis showed that community-based support was the strongest predictor of competency achievement (β = 0.593, p < 0.001), while process support (β = 0.195, p < 0.01) and resource support (β = 0.194, p < 0.01) had more modest effects. Results suggest that competency development depends primarily on peer interaction and teacher-guided engagement rather than digital resources alone.
Rafah Mazban Badan· مجلة واسط للعلوم الانسانية· 0 citations
Writing competence is an essential component of learning in primary education and requires pedagogical strategies supported by scientific evidence. This study aimed to synthesize the strategies used to develop writing competence through a systematic review of studies published between 2020 and 2025. The PRISMA 2020 guidelines were followed, and methodological quality was assessed using the Mixed Methods Appraisal Tool. The search was conducted in Scopus, Web of Science, ERIC, and ScienceDirect, resulting in the selection of 12 studies. The thematic synthesis made it possible to identify three convergence clusters: explicit instruction and self-regulation, peer interaction with technological mediation, and differentiated interventions according to student development. The findings show that the most effective strategies integrate cognitive, metacognitive, and collaborative processes through systematic teacher mediation. It is concluded that the development of writing competence requires comprehensive, progressive, and contextualized pedagogical approaches.