Systematic Review: The Use of Collaborative Learning to Develop Students’ Guided Writing and Oral Performance in Poetry

Abstract

This paper presents a systematic review of relevant published studies on the use of collaborative learning to develop students' guided writing and oral performance in poetry from year 2000 to 2020. This systematic review attempts to address two research questions; i.e. how does the use of collaborative learning help to develop students guided writing of poetry and also how does the use of collaborative learning help to develop students' performance of oral poetry. A series of studies were systematically reviewed. Results indicate that collaborative learning helps students to develop better writing and oral skills by developing their confidence and language skills in creative learning environment. The findings of the past related studies highlight that collaborative learning helped improve students in their guided writing and oral performance in language arts like drama, musical and poetry. The limitations of past related studies and future directions for research and practice were being further discussed.

Dynamics and Causal Factors of Team Satisfaction in an Open and Distance Learning Collaborative Writing Class

“…A large number of published studies over decades validate collaborative learning, both in face-to-face and online settings (Ezekoka & Gertrude, 2015;Ghavifekr, 2020;Kamala & Abdul Aziz, 2020;Ku et al, 2013;Olesen, 2020;Shi & Liu, 2013;Tseng et al, 2009). However, only a limited number of studies have investigated collaborative factors of TD, TA and IS for TS in traditional online courses.…”

“…The Malay culture is collectivist (Kaur, 2014), and has a lot of affinity with group learning and team dynamics; hence, evidently, these learners were open to the notion of collaborative work, instead of individual work. Studies suggest that collaborative learning strategies have been successfully used by Malaysian researchers to enhance their students' language skills (Ismail & Al Allaq, 2019;Kamala & Abdul Aziz, 2020;Yusuf et al, 2019). Therefore, it was no coincidence that effective group learning and team dynamics had led to a successful collaborative learning experience in this ODL environment.…”

“…Ghavifekr (2020) noted that, learning in groups gives an opportunity to students to state their opinions on various matters relevant to their cultural identity. Studies show that, besides academic benefits, navigating group interaction constructively by showing respect for each other as unique individuals is a valuable skill one may learn through collaborative learning (Kamala & Abdul Aziz, 2020).…”

“…The benefits of collaborative group work are valid and have been unequivocally proven by numerous empirical research (Chatterjee & Correia, 2020;Ghavifekr, 2020;Hautala & Schmidt, 2019;Kaendler et al, 2015;Kamala & Abdul Aziz, 2020;Ruys et al, 2014;Shi & Liu, 2013;Sofroniou & Poutos, 2016;Warsah et al, 2021), but the problem lies in the extent of its effectiveness given the limitations of ODL platforms where communication is impersonal, sometimes synchronous, at other times asynchronous, including being not too familiar with one's peers, one's English language proficiency which imposes inhibitions for fluent communication and overall anxiety of the entire course being conducted online. In encountering a shifting landscape, which is essentially different from pre-planned online courses, how does one manage collaborative learning with the current challenges?…”

Perception and Interest of English Language Learners (ELL) toward Collaborative Teaching; Evaluation towards Group Activities

“…The results indicated the enhancement noted while using collaborative learning activity in order to improve students speaking performance. According to Kamala & Aziz (2020), students further provided positive feedback when this was completed than it was done individually.…”