Enhancing Language Learning Outcomes through Communicative Language Teaching: A Systematic and Contextual Pedagogical Perspective

Abstract

Research on Communicative Language Teaching (CLT) is very broad; existing studies remain fragmented in their explanations of how interaction, teacher mediation, and integrated social learning processes lead to improved learning outcomes. This research aims to fill this gap by examining how communicative pedagogy improves learning through interaction-based mechanisms. The study used a PRISMA 2020-based Systematic Literature Review, drawing on Scopus, Web of Science, ERIC, and ScienceDirect, yielding 59 empirical studies that met the inclusion criteria. The results showed that CLT improved learning outcomes not only through communicative activities but also through the quality of social interaction, the collaborative construction of meaning, and pedagogical mediation by teachers. Interaction plays a key role in the mechanism, while teacher mediation and affective involvement strengthen the effectiveness of learning. The discussion emphasized that communicative pedagogy transforms learning into a social process based on knowledge construction. The conclusion of CLT should be understood as a contextual, adaptive, interaction-based social learning framework.