Akademik Veri Yönetim Sistemi
Melius: Journal of Narrative and Language Studies, cilt.1, sa.1, ss.58-90, 2023 (Hakemli Dergi)
One of the recent concerns in English language teaching (ELT) is collaborating with other
stakeholders to facilitate the language teaching process. With this in mind, this systematic
review attempted to uncover the most recent national and international research focusing on the
issue of collaboration in the area of ELT. A total of 40 studies on this issue were reviewed in
terms of design, setting and population, sample, type of collaboration, data collection
instruments, findings, and implications. Most of the studies, 26 of them, were qualitative-based
studies, while eight were quantitative, and six were mixed. The majority of the research was
done in English as a foreign language (EFL) context and primarily focused on EFL teachers
and students as the population and sample, respectively. Collaboration was regarded as joint
work in which various stakeholders, including language teachers, content teachers, other school
staff, and researchers, tried to promote the ELT process. This joint initiative was seen in
different forms, such as coaching, co-teaching, and team teaching. At the end of the content
analysis made via MaxQda (2022) software, the review concluded that collaboration can
influence the nature and scope of ELT in a wide range of positive ways, including extending
perspectives, reaching more knowledge, functioning as a social and interactive mediator, and
getting support to devise, practice, and revise language-related processes. However, lack of
administrative support and preparation, time and material limits, and unwillingness to
participate were identified as the major ELT collaboration problems. Finally, the review included further implications, especially focusing on the growing impact of technology on
collaborative ELT practices to foster future research.