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.