A Systematic Review of Collaborative Language Learning Through Social Media; Google Classroom, Tiktok and Microsoft Teams

Abstract

This systematic review explores the use of collaborative language learning (CLL) through technology. It highlights specifically focusing on case studies involving popular social platforms such as Social Platform, Google Classroom and Microsoft Teams. As digital tools become increasingly essential for educational settings, these platforms have emerged as valuable resources for promoting group discussions, peer interactions, and collaborative students’ language development, engagement, and motivation. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist, the study evaluates 29 peer-reviewed articles published in 2024, revealing that several functional social platforms tools such as social media application, google classroom from google and Microsoft teams promote collaborative language learning through technology among students through peer feedback and shared projects, enhancing critical thinking and their soft skills in cyberspace. The review synthesizes findings from a range of studies to assess how these platforms facilitate language learning by supporting synchronous and asynchronous communication, providing feedback mechanisms, and enabling peer collaboration in diverse educational contexts. This review also identifies challenges related to accessibility, digital literacy, and the integration of these platforms into traditional language curricula. Additionally, this paper highlights the potential of many social platforms started social media, Google Classroom and Microsoft Teams to foster an interactive, supportive learning environment, contributing to the development of both language proficiency and collaborative skills.