Collaborative Language Learning: A Systematic Literature Review on Pedagogical Practices, Affective Factors, and Technology Integration

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.

Collaborative learning, Higher education, Learner motivation, Technology-enhanced language learning, Foreign language

1. Aldobekhi, S. A., & Abahussain, M. O. (2024). Enhancing English language students’ productive skills through project-based learning: A mixed method research. International Journal of Learning, Teaching and Educational Research, 23(1), 231–257. https://doi.org/10.26803/ijlter.23.1.12 [Google Scholar] [Crossref]

2. Avsheniuk, N., Lutsenko, O., Seminikhyna, N., & Svyrydiuk, T. (2023). Fostering intercultural communicative competence and student autonomy through project-based learning. Arab World English Journal, 130–143. https://doi.org/10.24093/awej/comm1.10 [Google Scholar] [Crossref]

3. Bai, B. R. Y., & Zang, X. (2026). Bilingual learning motivation and engagement among students in Chinese-English bilingual education programmes in Mainland China: Competing or coexistent? Journal of Multilingual and Multicultural Development, 47(3), 1800–1818. https://doi.org/10.1080/01434632.2024.2449071 [Google Scholar] [Crossref]

4. Barani, F., Roohani, A., Naderi, M., & Behroueian, H. (2026). The mediating role of language learning strategies and motivational learning strategies on the relationship between learning styles and second/foreign language achievement. English Teaching and Learning, 50(2), 317–340. https://doi.org/10.1007/s42321-025-00218-y [Google Scholar] [Crossref]

5. Chang, Y.-H., Yan, Y.-C., & Lu, Y.-T. (2022). Effects of combining different collaborative learning strategies with problem-based learning in a flipped classroom on program language learning. Sustainability, 14(9), Article 5282. https://doi.org/10.3390/su14095282 [Google Scholar] [Crossref]

6. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. [Google Scholar] [Crossref]

7. Du, T. T., The, N. H., Dung, D. T. B., & Hoang, T. T. (2026). Second foreign language learning difficulties and curriculum implications for English-majoring master’s students in Vietnam. Arab World English Journal, 17(1), 82–102. https://doi.org/10.24093/awej/vol17no1.6 [Google Scholar] [Crossref]

8. Guo, Y. X., Wang, Y. L., & Ortega-Martín, J. L. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum, (40), 253–273. https://doi.org/10.30827/portalin.vi40.27061 [Google Scholar] [Crossref]

9. Haque, M. N., Dahal, N., Hasan, M. K., Manandhar, N. K., Kapar, H., Zengin, R., & Sharmin, S. (2026). Pedagogical strategies for mitigating foreign language anxiety: A mixed-methods study of first-semester undergraduate students. Frontiers in Education, 11, Article 1718085. https://doi.org/10.3389/feduc.2026.1718085 [Google Scholar] [Crossref]

10. Jiao, Y. H., Bai, B., & Li, J. (2026). Profiling EFL students' motivation and anxiety in collaborative learning: Associations with teachers' support, self-regulated learning, and achievement. International Journal of Applied Linguistics, 36(2), 979–994. https://doi.org/10.1111/ijal.12831 [Google Scholar] [Crossref]

11. Kitchenham, B. (2007). Guidelines for performing systematic literature reviews in software engineering (Version 2.3). EBSE Technical Report. [Google Scholar] [Crossref]

12. Liu, P.-L., Ginting, A. M. G., Chen, C.-J., & Yeh, H.-C. (2022). Students’ performance and perceptions of wiki-based collaborative writing for learners of English as a foreign language. SAGE Open, 12(4). https://doi.org/10.1177/21582440221144953 [Google Scholar] [Crossref]

13. Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179–187. https://doi.org/10.1097/XEB.0000000000000062 [Google Scholar] [Crossref]

14. Mudinillah, A., Setyosari, P., Praherdhiono, H., Ulfa, S., & Degeng, M. D. K. (2026). Integrating differentiated instruction into project-based learning: Implications for collaborative learning and student motivation in Arabic language education. Asian Journal of Human Services, 30(2), e3002.1.010. https://doi.org/10.14391/ajhs.e3002.1.010 [Google Scholar] [Crossref]

15. Page, M. J., McKenzie, J. E., Bossuyt, P., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Medicina Fluminensis, 57(4), 444–465. https://doi.org/10.21860/medflum2021_264903 [Google Scholar] [Crossref]

16. Peng, R. Z., & Fu, R. R. (2021). The effect of Chinese EFL students' learning motivation on learning outcomes within a blended learning environment. Australasian Journal of Educational Technology, 37(6), 61–74. https://doi.org/10.14742/ajet.6235 [Google Scholar] [Crossref]

17. Pushpakumara, P. B. S. L. (2026). Fostering active learner participation in higher education: An action research project. OIDA International Journal of Sustainable Development, 19(2), 167–184. https://doi.org/10.64211/oidaijsd190214 [Google Scholar] [Crossref]

18. Robbins, J., & Appel, C. (2026). Active participation in collaborative activities as a precursor for emotional engagement and academic success in online higher education language learning. Language Learning in Higher Education, 16(1), 103–134. https://doi.org/10.1515/cercles-2025-0007 [Google Scholar] [Crossref]

19. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 [Google Scholar] [Crossref]

20. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. http://www.itdl.org/Journal/Jan_05/article01.htm [Google Scholar] [Crossref]

21. Tiantian, Y., Razali, A. B., Zulkifli, N. N., & Jeyaraj, J. J. (2024). The effects of collaborative mobile learning approach on academic performance: The mediating role of social interaction and learning motivation. Journal of Pedagogical Research, 8(3), 209–229. https://doi.org/10.33902/JPR.202426264 [Google Scholar] [Crossref]

22. Tu, H.-L. (2024). The impact of project-based learning and local cultural content on EFL learners’ speaking proficiency. Journal of Infrastructure, Policy and Development, 8(13), Article 9750. https://doi.org/10.24294/jipd9750 [Google Scholar] [Crossref]

23. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

24. Xu, Q., & Peng, H. (2022). Exploring learner motivation and mobile-assisted peer feedback in a business English speaking course. Journal of Computer Assisted Learning, 38(4), 1033–1045. https://doi.org/10.1111/jcal.12660 [Google Scholar] [Crossref]

25. Yang, Y., Pan, J., & Teng, L. S. (2025). Unveiling conceptual dimensions of co-regulated learning strategies and interactions with self-regulation for EFL learners in collaborative learning. Metacognition and Learning, 20(1), 43. https://doi.org/10.1007/s11409-025-09447-9 [Google Scholar] [Crossref]

26. Zhou, S. R., Zheng, Y. Y., Zhou, S. H., & Gan, H. Y. (2026). Understanding multilingual student motivation through ideal self and international posture: A study of simultaneous language learning university programmes in China. Journal of Multilingual and Multicultural Development, 47(5), 2872–2887. https://doi.org/10.1080/01434632.2025.24933 [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests