Collaborative Languages Learning in Digital Era
DOI:
https://doi.org/10.69760/aghel.026003001Keywords:
Collaborative language learning, Information and Communication Technologies, Interaction, Team work, language competenceAbstract
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.
References
Alface, P. A., Mandacane, C., Uane, D. & Nhatuve, D. (2025). Estudo de práticas de produção e partilha de feedback numa universidade moçambicana. Revista Africana de Pesquisa e Desenvolvimento Sustentável, v. 2, n. 1, p. 46-60.
https://revista.unisced.edu.mz/index.php/unisced/article/view/30/13
Alves, S. M. L. (2017). A comunicação escrita e a falta de coerência em textos produzidos por estudantes universitários. Signo, Santa Cruz do Sul, v. 42, n. 75, p. 67-76, set./dez. 2017
Alzubi, A. A., Nazim, M., & Ahamad, J. (2024). Examining the effect of a collaborative learning intervention on EFL students’ English learning and social interaction. Journal of Pedagogical Research, v. 8, n. 2, p. 26-46. https://doi.org/10.33902/JPR.202425541
Arana, A.; Klebis, A. A. (2015). Importância do incentivo à leitura para o processo de formação do Aluno. XII Congresso Nacional de Educação, p. 3-13. https://educere.bruc.com.br/arquivo/pdf2015/17264_7813.pdf.
Astrini, A. W. A. & Laila, M. (2024). Language Learning Through Online Collaborative Learning in SMA Negeri 6 Surakarta and SMA Negeri 1 Surakarta: A Qualitative Case Study. Journal of International Multidisciplinary Research, v. 2, n. 7, p. 234-245.
Bhandari, B. L. (2021). Effectiveness of collaborative learning for improving learners’ writing proficiency in english classrooms. Tribhuvan University Journal, v. 36, n. 1, p. 199-210.
Bhandari, B. L. (2022). Collaborative Language Learning Practices of Teachers in ELT Classroom. The Lumbini Journal of Language & Literature, v. 3, n. 1, p. 1-12.
Bin Jamaan, A. R. (2025). A Study of Collaborative Learning Strategies’ Effectiveness in Mastering Arabic Language among Students in Higher Education. International Journal of Research and Innovation in Social Science, v. 9, n. 1, p. 1894-1910. https://dx.doi.org/10.47772/IJRISS.2025.9010152
Bretas, J. R. S., Santos, F. Q. (2002). Aspetos da teoria piagetiana: da biologia à cognição. Acta Paul. Enf., São Paulo, v. 15, n. 3, p. 87-96.
Camacho Castillo, O. R., López López, J. E., Bonilla Tenesaca, J. R., & Egas Herrera, D. C. (2025). Collaborative Learning to develop English Speaking Confidence in A2 students. Arandu UTIC, v. 12, n. 4, 809–823. https://doi.org/10.69639/arandu.v12i4.1707
Dewey, John (1930). Democracy and Education: An Introduction to the Philosophy of Education. New York: the Macmillan Company.
Duku, N., Mavuso, M. P. & Nkomo, S. (2024). Collaborative learning in classrooms. In E. O. Adu, B. I. Omodan, C. T. Tsotetsi, & B. Damoah (Eds.), Pedagogical strategies for 21st-century classrooms (p. 73-82). ERRCD Forum. https://doi.org/10.38140/obp1-2024-11
Elizalde-Rivera, A. M. & Criollo-Vargas, M. I. (2020). Collaborative learning techniques to improve the English grammar competence. Pol. Con. (Edición núm. 44), v. 5, n. 04, p. 356-368
Freire, P. (1989). A importância do ato de ler: em três artigos que se completam. São Paulo: Cortez.
Gass, S. M. (2013). Input, Interaction, and the Second Language Learner. Routledge.
Gautam, K. R. & Bhandari, B. (2025). Exploring collaborative learning from teachers’ and students’ perspectives in secondary ELT classrooms. International Journal of Innovative Science and Research Technology, n. 10, n. 8, p. 3134-3141. https://doi.org/10.38124/ijisrt/25aug1626
Gerlach, J. M. (1994). Is this collaboration? In Bosworth, K. & Hamilton, S. J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning, n. 59, p.5-14. San Francisco; USA, Jossey-Bass Publishing.
Golub, J. (1988). Focus on Collaborative Learning: Classroom Practices in Teaching English. Urbana, IL; USA, National Council of Teachers of English Publishing.
Goodsell, A. S., Maher, M. R., Tinto, V., Smith, B. L. & MacGregor, J. (1992). Collaborative learning: a sourcebook for higher education. Pennsylvania: National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.
Ike-Nwafor, G. N. (2020). Collaborative activities in English language classes: review of secondary schools in Lagos Metropolis, Nigeria. Literacy Information and Computer Education Journal (LICEJ), v. 11, n. 2, p. 3411-3416.
Laal, M. & Laal, M. (2012). Collaborative learning: what is it?. Procedia - Social and Behavioral Sciences, n. 31, p. 491-495.
Li H (2025). Impact of collaborative learning on student engagement in college English programs: mediating effect of peer support and moderating role of group size. Front. Psychol. v. 16. https://doi:10.3389/fpsyg.2025.1525192
Long M. (1981). Input, interaction, and second language acquisition. Annals of the New York Academy of Science, v. 379, 259-278.
Nhatuve, D. (2026). Estudar português online: desafios de estudantes universitários moçambicanos. PRATICA - Revista Multimédia de Investigação em Inovação Pedagógica e Práticas de E-Learning, v. 9, n. 1, p. 23–38. https://doi.org/10.34630/pel.v9i1.6785
Panitz, T. (1999). Collaborative versus cooperative learning: a comparison of the two concepts which will help us understand the underlying nature of interactive learning. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).
Piaget, J. (1970). A construção do real na criança. Rio de Janeiro: Zahar Editores.
Prado, M. D. L. (1996). O livro infantil e a formação do leitor. Petrópolis: Vozes.
Rai, B. S., & Rajeshwari, M. (2021). Online language teaching: methods and strategies, possibilities and ppportunities. International Journal of Management, Technology, and Social Sciences (IJMTS), v. 6, n. 1, p. 128-141. https://doi.org/10.5281/zenodo.4606936
Rodríguez, G. E. P., Chilán, K. I. Q., Pérez, D. M. M. & Párraga, E. M. P. (2025). Trabajo colaborativo como estrategia pedagógica para mejorar la destreza oral en inglés estudiantes de bachillerato. RPNS, v. 21, n. 2.
Ruco, R.o A. P. & Figueiredo, F. J. Q. (2024). Interação e aprendizagem colaborativa no ensino da língua inglesa: um estudo em turmas numerosas em Moçambique. Revista do Programa de Pós-Graduação em Letras da Universidade de Passo Fundo, v. 20, n. 02, p. 273-293.
Salma, N. (2020). Collaborative learning: an effective approach to promote language development. International Journal of Social Sciences & Educational Studies, v. 7, n. 2, p. 57-61.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, v. 10, 1972, p. 209-231
Sualé, A. & Nhatuve, D. (2024). Causas de dificuldades de leitura e de escrita no ensino primário: perceções de professores, alunos e pais. Revista De Educação Pública, 33, p. 428-451. https://doi.org/10.29286/rep.v33ijan/dez.16267
Tao, J. & Gao, X. A. (2022). Teaching and learning languages online: Challenges and responses. System n. 107, 102819, p. 1-9. Published by Elsevier Ltd.
Timothy, A. E., Morah, P. I., Uguma, V. U., Obiekezie, E. O., Ironbar, V. E. & Achuk, E. M. (2023). Using the collaborative learning approach to enhance reading competence, interest, autonomy, and reduction in reading anxiety among secondary school children. Ianna Journal of Interdisciplinary Studies, v. 5, n. 1, p. 109-123.
Venakateshwarlu, C. (2025). Collaborative learning: group dynamics and pedagogical strategies in the digital age. Telangana Journal of Higher Education, v. 1 n. 1.
Vianini, C. (2024). Aprendizagem de línguas baseada em projetos na modalidade a distância: Uma experiência colaborativa. Rev. EntreLinguas, Araraquara, v. 10, n. esp. 1, e024019. https://doi.org/10.29051/el.v10iesp.1.18798
Vilkova, D., Burkhardt, J. & Jambon, F. (2025). Teachers’ strategies: collaborative learning in second language classroom. 18th International Conference on Computer-Supported Collaborative Learning. Helsinki, Finland. p. 460-464.
Vygotsky, L. S. (2001). Pensamento e linguagem. Edição Electónica: Ridendo Castigat Morais (Ebook).
Yang, J. (2023). The impact of collaborative learning on enhancing speaking skills of college students. International Journal of Advanced Academic Studies, v. 5, n. 6, p. 15-20.
Yen Nhi, H. T., Bich, N., Nguyen T., Ngoc Lynh, N. D. & Nghia, T. T. (2022). The effects of collaborative learning on young ESL learners’ L2 anxiety and speaking performance. International Journal of Asian Education, v. 3, n. 2, p. 125-137.
Zaafour, A, (2025). Language learning through collaboration: a reflective transcontinental study on students’ experiences with cooperative projects. CONFLUENCE: Journal of Multidisciplinary Studies, v. 1, n. 1, p. 222-238. https://doi.org/10.34874/PRSM.cjms-vol1iss1.5029
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows others to share, adapt, and build upon the work for any purpose, provided appropriate credit is given to the original author(s) and source. Authors are permitted to enter into separate agreements for non-exclusive distribution of the published version (e.g., post to a repository or publish in a book), with acknowledgement of its initial publication in this journal.
