Jul 2026· Indonesian Journal of Education and Science· Vol 2, pp. 153-182· 0 citations· 28 references
Abstract
English communication competence has become an essential competency for students in Islamic Higher Education, yet many learners continue to experience difficulties in developing effective communicative abilities despite growing interest in learner-centered English language instruction. This study aimed to systematically synthesize recent empirical evidence concerning collaborative learning, self-regulated learning, and English communication competence, examine the relationships among these three constructs, and identify current research gaps and future research directions within Islamic Higher Education. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 framework. Peer-reviewed journal articles published between 2021 and 2026 were retrieved from major academic databases using predefined search strategies and explicit inclusion and exclusion criteria. The selected studies were analyzed through thematic synthesis to identify recurring themes, methodological characteristics, conceptual developments, and empirical findings. The review revealed a substantial increase in research on collaborative learning, self-regulated learning, and English communication competence, with recent studies emphasizing learner-centered, technology-enhanced, and communication-oriented pedagogies. The findings consistently demonstrated that collaborative learning promotes authentic interaction, peer engagement, and communicative practice, whereas self-regulated learning strengthens learner autonomy, motivation, strategic learning, and self-monitoring. Their integration was found to enhance English communication competence, including speaking performance, communicative confidence, intercultural awareness, and digital communication skills. However, studies integrating these three constructs within Islamic Higher Education remain limited. Overall, this review provides an integrated conceptual framework that contributes to English language education theory while offering practical guidance for lecturers, curriculum developers, and researchers in designing learner-centered and technology-supported instructional practices that strengthen English communication competence in Islamic Higher Education.
Teaching English to Young Learners (TEYL) has become increasingly important in response to the growing demand for English proficiency in the era of globalization. This study aims to identify research trends, effective teaching strategies, major challenges, and instructional innovations in TEYL. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 30 empirical studies published between 2019 and 2025 from Google Scholar, Publish or Perish, ERIC, Scopus, DOAJ, and SINTA-indexed journals. Bibliometric analysis using VOSviewer was employed to visualize keyword co-occurrence and thematic relationships. The findings indicate that TEYL research has grown significantly, with effective teaching strategies, teacher challenges, and technology-based innovations emerging as the dominant themes. Interactive approaches, including games, storytelling, songs, Total Physical Response (TPR), and multimodal learning, consistently improve learners’ motivation and language development. However, teacher competence, limited learning resources, institutional support, and learner diversity remain key challenges. The review concludes that successful TEYL implementation depends on the integration of pedagogical innovation, teacher competency, learner characteristics, digital readiness, and institutional support. These findings provide valuable insights for improving English language instruction for young learners and guiding future TEYL research.
The findings indicate that collaborative and project-based learning significantly enhance language proficiency, learner autonomy, and communicative competence through active participation and peer interaction.
Zaiton Md Isa, Nadiah Zubbir, G. G et al.· International journal of res...· 0 citations
The increasing demand for twenty-first-century competencies has highlighted the importance of scientific writing and academic literacy as essential skills for senior high school students. However, conventional teacher-centered instruction often provides limited opportunities for students to actively construct knowledge and develop scientific communication skills. This study aimed to synthesize recent empirical evidence on how Student-Centered Learning (SCL) contributes to scientific writing training in enhancing students' academic literacy and to identify the most effective pedagogical strategies reported in the literature. A Systematic Literature Review (SLR) was employed following a structured review procedure. Relevant empirical studies published between 2021 and 2025 were retrieved from reputable national and international journals. The selected studies were analyzed using qualitative content analysis through identification, categorization, comparison, and thematic synthesis of the findings. The review revealed that Student-Centered Learning consistently improves scientific writing competence by promoting inquiry, collaboration, critical reflection, and evidence-based argumentation. Furthermore, SCL enhances broader dimensions of academic literacy, including academic reading and writing, critical thinking, scientific reasoning, communication skills, and learner autonomy. Among the pedagogical strategies identified, Inquiry-Based Learning, Project-Based Learning, collaborative writing with peer feedback, and technology-enhanced learning demonstrated the strongest and most consistent positive outcomes. These findings suggest that Student-Centered Learning provides an integrated pedagogical framework that transforms scientific writing into an active process of knowledge construction while strengthening academic literacy. Consequently, this review offers valuable theoretical insights and practical recommendations for educators, curriculum developers, and policymakers seeking to design learner-centered scientific writing programs that effectively prepare students for higher education and lifelong learning.
Saeful Hamdi· Journal Of Education, Teachi...· 0 citations
Improving learning outcomes in elementary education requires a comprehensive understanding of multiple educational factors that contribute to effective teaching and learning. This study aims to systematically synthesize empirical evidence regarding teacher competence, instructional media, and learning motivation in relation to elementary school students’ learning outcomes through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines, encompassing the stages of identification, screening, eligibility assessment, and inclusion. Literature was retrieved from Scopus, SINTA, and Google Scholar, yielding 145 records, of which 20 empirical studies published between 2020 and 2025 met the predefined inclusion criteria and were included in the qualitative synthesis. The findings were analyzed using thematic synthesis and organized into four recurring themes: teacher competence, instructional media, learning motivation, and competence–media integration. The synthesis indicates that teacher competence is consistently associated with instructional quality, while interactive instructional media support students’ engagement and conceptual understanding when integrated appropriately into classroom practices. Learning motivation is frequently reported as an important learner-related factor associated with participation, persistence, and academic achievement. However, variations across studies suggest that these relationships are influenced by differences in educational contexts, instructional approaches, and methodological designs. This review contributes by integrating fragmented empirical evidence into an integrative conceptual framework that organizes recurring research patterns and contextual relationships among the reviewed variables. The findings provide theoretical guidance for future research and practical implications for teacher professional development, instructional innovation, and educational policy aimed at improving elementary school learning outcomes.
The article provides a systematic examination of methodological strategies aimed at fostering academic and professional English communication competencies among Ukrainian university students. Given Ukraine's accelerating integration into European educational frameworks and the enactment of the Law "On the Use of English in Ukraine" (2024), the study addresses the urgent need to align English language instruction with contemporary requirements for international scholarly exchange and workplace interaction. Drawing upon national regulatory documents and MoES Methodological Recommendations (2023), the research identifies five core dimensions of communicative competence – linguistic, discursive, pragmatic, sociolinguistic, and strategic – and clarifies their interplay within academic and professional contexts. A three-stage instructional model is advanced: the diagnostic-motivational phase employs standardized placement instruments (EF SET, Oxford Placement Test) alongside learner needs analysis; the operational-activity phase integrates corpus-assisted learning (COCA, BNC), genre-based academic writing, and business communication practice through interactive technologies; the reflective-evaluative phase incorporates summative assessment, peer review, and portfolio analysis to track learner progress. Digital resources supporting English communication development are classified into four functional categories: corpus databases, writing enhancement tools (Grammarly, ProWritingAid), gamified platforms (Quizlet, Kahoot), and videoconferencing environments (Zoom, MS Teams). The study further elaborates a task typology encompassing receptive, productive, and interactive formats calibrated to varying proficiency levels. A four-criterion assessment framework is introduced, measuring lexical-grammatical accuracy, discourse organization, genre appropriateness, and pragmatic effectiveness, each operationalized through specific descriptors enabling objective monitoring of skill progression. The findings offer a readily applicable instructional toolkit for enhancing English-language preparation across diverse specializations in Ukrainian higher education.
The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.
Nurul Jannah Ahmad Ghulamuddin, Mohamad Iqbal Afham Mohamad Afandi, Nurhazwani Abd Halim· Gading Journal for the Socia...· 0 citations
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