Collaborative Learning for EFL Academic Writing Development in Higher Education: A Systematic Literature Review

Fitria Wulan Sari; Jamilah; Madya Giri Aditama; Susana R Bahara; Abdulhalim Daud

Authors

Fitria Wulan Sari Language Education Science, Universitas Negeri Yogyakarta
Jamilah Language Education Science, Universitas Negeri Yogyakarta
Madya Giri Aditama Language Education Science, Universitas Negeri Yogyakarta
Susana R Bahara English Language Education Study Program, Universitas Khairun
Abdulhalim Daud English Language Education Study Program, Universitas Khairun

Keywords:

Collaborative Learning, EFL, Writing, Higher Education

Abstract

Academic writing is a central competency in higher education, yet many students struggle to meet the demands of disciplinary courses, particularly in English as a Foreign Language (EFL) context. Collaborative learning, grounded in social constructivist theory, has emerged as a promising pedagogical approach to enhance writing development by fostering interaction, peer feedback, and shared knowledge construction. This systematic literature review synthesizes empirical studies published between 2020 and 2025 that examine the implementation of collaborative learning in higher education settings. This study aims to determine the implementation of collaborative learning in EFL writing classroom (benefits and challenges) using the Systematic Literature Review (SLR) method. The SLR method is employed to rigorously identify, examine, evaluate, and interpret the body of existing research concerning a specified phenomenon, guided by clearly defined research questions. This approach enables the systemic identification of relevant scholarly works, with each phase conducted in accordance with predetermined, standardized procedures or protocols. The results indicate that collaborative learning in EFL writing instruction in higher education context boosts organization, grammar, vocabulary richness, fluency, and the ability to structure idea effectively. The students feel more motivated, confident, and less anxious, aligning with the social constructivist view that deeper language development emerges through interaction, meaning negotiation, and collaborative problem solving.

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