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

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.