Melius: Journal of Narrative and Language Studies

Öz

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, type of collaboration, 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 EFL contexts 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. Further, 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.