Technology-enhanced cooperative language learning: A systematic review

Abstract

This systematic review is based on the core database of foreign linguistics and applied linguistics from 2010 to 2022. 54 studies in the field of technology-enhanced cooperative English learning were screened from 3,249 relevant search titles, 11 experimental studies were identified to assess their validity, and the effects of specific variables on effects were explored. The analysis revealed that different forms of technology-enhanced cooperative learning had a significant positive impact on foreign language learners’ performance, with a mean effect size of 0.86. In addition to its impact on language proficiency, technology-enhanced cooperative learning can improve critical thinking skills, communication skills, enhance learners’ language awareness, increase motivation and encourage self-reflection. Some existing problems are worth noting, as students feel a lot of pressure during the collaborative writing process and some students question the reliability of peer feedback. Some researchers also argue that the effectiveness of technology-enhanced cooperative learning is not guaranteed in all cases and that the type of task being collaborated on should be taken into account. In addition, the composition of the team members, their learning styles and the way they interact also have an impact on the effectiveness of cooperation. The review gives implications to the future studies and the implementation of TECLL programs.