Integrating Research-Based Strategies in English Language Education: A Systematic Literature Review
DOI:
https://doi.org/10.69569/jip.2024.0638Keywords:
Academic literacy, Collaborative learning, Research-based strategies, Sentence construction, PRISMAAbstract
This systematic review examines the integration of research-based strategies (RBS) in language education, focusing on their role in enhancing students' academic literacy and sentence construction skills while addressing challenges and opportunities. A qualitative research design was employed to synthesize findings from existing studies, providing a comprehensive understanding of RBS's impact. Articles published between 2020 and 2024 were identified through databases such as ERIC, JSTOR, and SAGE Journals. Using the PRISMA methodology, 429,096 records were screened for relevance, accessibility, and adherence to predefined inclusion criteria, resulting in the selection of 59 studies for in-depth analysis. Findings reveal that RBS significantly improves sentence construction by fostering structured writing, peer collaboration, and iterative feedback. However, challenges such as limited research preparedness, high cognitive demands, and insufficient instructional support hinder optimal implementation. Opportunities lie in collaborative research projects and the integration of digital tools, which promote active engagement and practical applications of linguistic principles. The study underscores the necessity of curriculum redesign, targeted teacher training, and institutional support to maximize RBS's potential in language education. These strategies align with 21st-century educational goals, emphasizing critical thinking, problem-solving, and collaboration. By bridging theoretical and practical learning, RBS equips students with essential academic and professional skills. This review provides valuable insights into the effective integration of RBS in language instruction, advocating for learner-centered approaches that address implementation barriers and leverage emerging opportunities. It contributes to the understanding of how innovative, research-driven methodologies can transform language education and enhance student outcomes. This review uniquely contributes to the field by synthesizing recent evidence to provide actionable recommendations for bridging theoretical and practical aspects of language instruction, particularly emphasizing the potential of RBS in fostering 21st-century skills such as critical thinking and collaboration. Its insights support curriculum redesign, targeted teacher training, and institutional investment to overcome implementation barriers and leverage emerging opportunities. These strategies align with modern educational goals, equipping students with essential academic and professional skills.
Downloads
References
Abad, J. V., Regalado Chicaiza, J. D., & Acevedo Tangarife, I. C. (2023). Pedagogical relationships and identities in research incubators: Reconceptualizing research training for language
teachers. Profile: Issues in Teachers’ Professional Development, 25(1), 17–32. https://doi.org/10.15446/profile.v25n1.94333
Alsalami, A. I. (2022). Challenges of short sentence writing encountered by first-year Saudi EFL undergraduate students. Arab World English Journal, 13(1), 534–549. https://doi.org/10.24093/awej/vol13no1.35
Arfa-Kaboodvand, M. (2023). Designing research-based teacher-appraisal forms: A case of effective EAP lecturers in Swaziland. International Journal of Language Education, 7(2), 212–226. https://doi.org/10.26858/ijole.v7i2.23467
Basco, R. O. (2023). Research is life: The lived experiences of pre-service teachers on their research course. Research in Pedagogy, 13(2), 329–337. https://doi.org/10.5937/IstrPed2302329B Balyer, A., & Özvural, D. (2021). Establishment and challenges of research universities in Turkey. Psycho-Educational Research Reviews, 10(2), 92–105. https://doi.org/10.1002/per.3325 Banegas, D. L., Beltrán-Palanques, V., & Salas, A. (2023). Language teacher educators’ identity construction through teaching and supporting action research: A trioethnographic study.
RELC Journal, 1–15. https://doi.org/10.1177/00336882231212855
Bolt-Lee, C. E. (2021). Developments in research-based instructional strategies: Learning-centered approaches for accounting education. e-Journal of Business Education & Scholarship of Teaching, 15(2), 1–14. https://files.eric.ed.gov/fulltext/EJ1313426.pdf
Carnell, B. (2017). Connecting physical university spaces with research-based education strategy. Journal of Learning Spaces, 6(2), 1–15. https://files.eric.ed.gov/fulltext/EJ1152580.pdf
Carlson, E., Stigmar, M., Engberg, M., Falk, M., Stollenwerk, M. M., Gudmundsson, P., & Enskär, K. (2022). Students’ experiences of participation in a research team: Evaluation of a research-based teaching activity in higher education. International Journal for the Scholarship of Teaching and Learning, 16(3), Article 6. https://doi.org/10.20429/ijsotl.2022.160306
Chen, Y.-M. (2020). How a teacher education program through action research can support English as a foreign language teachers in implementing communicative approaches: A case from Taiwan. SAGE Open, 10(1), 1–16. https://doi.org/10.1177/2158244019900167
Chitiyo, M., Gossou, K. M., Alasa, V., Itimu-Phiri, A., Khanare, F., Kumedzro, F. K., Makoni, R., Marongwe, N., Oko, D., Taukeni, S. G., & Zhanda, E. (2024). Research-based behavior management practices: Assessing teacher preparation programs’ curricula in eight African countries. International Journal of Whole Schooling, 20(1), 83–95. https://files.eric.ed.gov/fulltext/EJ1432369.pdf
Durante, P. G. C. (2024). Strengthening research pedagogy: Student’s online research experiences, challenges, and effective teaching strategies. Problems of Education in the 21st Century, 82(3), 341–357. https://doi.org/10.33225/pec/24.82.341
Deliveli, K. (2021). Application of sentence-based sound teaching method for first reading and writing in education. Participatory Educational Research (PER), 8(2), 330–356. https://doi.org/10.17275/per.21.42.8.2
Dennen, V. P., Hall, B. M., & Hedquist, A. (2023). A systematic review of research on intersubjectivity in online learning: Illuminating opportunities for cohesion and mutual understanding in the research conversation. Online Learning Journal, 27(1), 158–186. https://doi.org/10.24059/olj.v27i1.3430
Enriquez, G., Zevallos, E., Zenteno, F., Pariona, D., & López, R. (2023). Formative research and the achievement of skills based on undergraduate theses in university higher education.
Journal of Technology and Science Education, 13(2), 498–513. https://doi.org/10.3926/jotse.1744
George-Reyes, C. E., López-Caudana, E. O., & Ramírez-Montoya, M. S. (2023). Research competencies in university students: Intertwining complex thinking and Education 4.0.
Contemporary Educational Technology, 15(4), Article ep478. https://doi.org/10.30935/cedtech/13767
Goodwin, D., & Webb, M. A. (2014). Toward a common understanding of research-based instructional strategies. Research in Higher Education Journal, 26, 1–10 Gunderson, L. (2020). The consequences of English learner as a category in teaching, learning, and research. Journal of Adolescent & Adult Literacy, 64(4), 431–439.
https://doi.org/10.1002/jaal.1116
Guerrero-Hernández, G. R., & Fernández-Ugalde, R. A. (2020). Teachers as researchers: Reflecting on the challenges of research–practice partnerships between school and university in Chile. London Review of Education, 18(3), 423–438. https://doi.org/10.14324/LRE.18.3.07
Guilfoyle, L., McCormack, O., & Erduran, S. (2024). The role of research experiences in developing pre-service teachers’ epistemic beliefs. Teaching and Teacher Education, 144, 104599.
https://doi.org/10.1016/j.tate.2024.104599
Grynova, M., Khimchuk, L., & Shymczyk, K. (2020). Development of collaboration, research and mentoring skills of pre-service teachers facilitating ICT learning by older adults. Advanced Education, 16, 112–119. https://doi.org/10.20535/2410-8286.220022
Hermawan, I. M. S., Diarta, I. M., & Dharmayanti, P. A. P. (2024). Profile, challenge, and opportunity of environmental literacy research in Indonesia: A systematic literature review. Jurnal Pendidikan Biologi Indonesia, 10(2), 652–665. https://doi.org/10.22219/jpbi.v10i2.33953
Hansford, N., & Schechter, R. L. (2023). Challenges and opportunities of meta-analysis in education research. International Journal of Modern Education Studies, 7(1), 218–231. https://doi.org/10.51383/ijonmes.2023.313
Hirsh, Å., Nilholm, C., Roman, H., Forsberg, E., & Sundberg, D. (2022). Reviews of teaching methods – which fundamental issues are identified? Education Inquiry, 13(1), 1–20. https://doi.org/10.1080/20004508.2020.1839232
Imankulova, L., Amangeldy, K., Bakirova, L., Seidaliyeva, G., Aizhanova, G., & Ergeshov, E. (2022). Enhancement of scientific research function of future teachers in modern education system. Cypriot Journal of Educational Science, 17(3), 741–751. https://doi.org/10.18844/cjes.v17i3.6936
James, C. L., & McCarthey, S. J. (2024). Reimagining writing: Integrating wicked problems into secondary writing instruction through a research practice partnership. Journal of Adolescent & Adult Literacy, 68(3), 263–274. https://doi.org/10.1002/jaal.1362
Jensen, I. B., & Dikilitas, K. (2023). A scoping review of action research in higher education: Implications for research-based teaching. Teaching in Higher Education. https://doi.org/10.1080/13562517.2023.2222066
Karabacak, E. (2021). Application of textlinguistic method in language teaching. Cypriot Journal of Educational Science, 16(6), 3363–3370. https://doi.org/10.18844/cjes.v16i6.6570 Kholid, M. N., Hendriyanto, A., Sahara, S., Muhaimin, L. H., Juandi, D., Sujadi, I., Kuncoro, K. S., & Adnan, M. (2023). A systematic literature review of Technological, Pedagogical and
Content Knowledge (TPACK) in mathematics education: Future challenges for educational practice and research. Cogent Education, 10(2), 2269047. https://doi.org/10.1080/2331186X.2023.2269047
Lee, I. (2022). Developments in classroom-based research on L2 writing. Studies in Second Language Learning and Teaching, 12(4), 551–574. https://doi.org/10.14746/ssllt.2022.12.4.2 Lee, J. T., & Kuzhabekova, A. (2019). Building local research capacity in higher education: A conceptual model. Journal of Higher Education Policy and Management, 41(3), 342–357.
https://doi.org/10.1080/1360080X.2019.1596867
Lockman, A. S., & Schirmer, B. R. (2020). Online instruction in higher education: Promising, research-based, and evidence-based practices. Journal of Education and e-Learning Research, 7(2), 130–152. https://doi.org/10.20448/journal.509.2020.72.130.152
Noguez, J., & Neri, L. (2019). Research-based learning: A case study for engineering students. International Journal on Interactive Design and Manufacturing (IJIDeM, 13(4), 1283–1295. https://doi.org/10.1007/s12008-019-00570-x
Ozer, H. Z., & Zhang, J. (2021). The response to the call for RAD research: A review of articles in The Writing Center Journal, 2007–2018. The Writing Center Journal, 39(1/2), 233–260. https://doi.org/10.2307/27172221
Patiño, A., Ramírez-Montoya, M. S., & Ibarra-Vazquez, G. (2023). Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications. Contemporary Educational Technology, 15(4), ep447. https://doi.org/10.30935/cedtech/13416
Pittman, A. G.-J., Dellarosa, M., Pasque, P. A., Kim, M.-J., & Smith, S. J. (2024). Teaching, learning, and praxis: A critical inquiry on graduate student research apprenticeship opportunities in qualitative research. International Journal for the Scholarship of Teaching and Learning, 18(1), Article 7. https://doi.org/10.20429/ijsotl.2024.180107
Ratnawati, N., & Idris. (2020). Improving student capabilities through research-based learning innovation on e-learning system. International Journal of Emerging Technologies in Learning (iJET, 15(4), 195–202. https://doi.org/10.3991/ijet.v15i04.11820
Regaña, C. B., Piñero-Virué, R. P., & Reyes-Rebollo, M. M. (2019). How multimedia support collaborative research: Best practices. Research in Social Sciences and Technology, 4(2), 58–72. https://doi.org/10.46303/ressat.04.02.5
Ridlo, Z. R., Dafik, & Nugroho, C. I. W. (2020). The effectiveness of implementation research-based learning model of teaching integrated with Cloud Classroom (CCR) to improving critical thinking skills in an astronomy course. Journal of Physics: Conference Series, 1563, 012034. https://doi.org/10.1088/1742-6596/1563/1/012034
Rowe, D. A., Mazzotti, V. L., Fowler, C. H., Test, D. W., Mitchell, V. J., Clark, K. A., Holzberg, D., Owens, T. L., Rusher, D., Seaman-Tullis, R. L., Gushanas, C. M., Castle, H., Chang, W.-H., Voggt, A., Kwiatek, S., & Dean, C. (2021). Updating the secondary transition research base: Evidence- and research-based practices in functional skills. Career Development and Transition for Exceptional Individuals, 44(1), 28–46. https://doi.org/10.1177/2165143420958674
Roxas, M. J. (2023). Collaborative research writing in the new normal: Students’ views, challenges, coping strategies, and takeaways. International Review of Research in Open and Distributed Learning, 10(2), 297–311
Salinas, J., & De-Benito, B. (2020). Construction of personalized learning pathways through mixed methods. Comunicar, 28(65), 31–41. https://doi.org/10.3916/C65-2020-03 Shykhnenko, K., & Sbruieva, A. (2021). Strategies for organising and managing research at universities: Systemic review. Advanced Education, 18, 42–57. https://doi.org/10.20535/2410-
8286.227831
Susiani, T. S., Salimi, M., & Hidayah, R. (2018). Research-based learning (RBL): How to improve critical thinking skills? SHS Web of Conferences, 42, https://doi.org/10.1051/shsconf/20184200042
Tachaiyaphum, N. (2022). The global pandemic and a shift in research methods: Applying digital-based methods to educational research in applied linguistics. Waikato Journal of Education, 27(2), 59–64. https://doi.org/10.15663/wje.v27i2.921
Tarrayo, V. N., Hernandez, P. S., & Claustro, J. M. A. S. (2020). Teachers and research practices: Perspectives from English language educators in a Philippine university. Australian Journal of Teacher Education, 45(12), 73–89. https://doi.org/10.14221/ajte.202v45n12.5
Tekin, G., & Eryılmaz Muştu, Ö. (2023). The effect of research-inquiry based activities on the academic achievement, attitudes, and scientific process skills of students in the seventh-year science course. The European Educational Researcher, 6(1), 108–120. https://doi.org/10.31757/euer.416
Wan, S. (2021). Undergraduate research opportunities in Canadian higher education: An initial study. International Journal of Work-Integrated Learning, 22(3), 397–411
Wei, G., & Chung, C.-Y. (2023). Learning by researching: Achievements and actions of teacher learning in a school–university collaborative project. ECNU Review of Education, 6(2), 215–
236. https://doi.org/10.1177/20965311221109278
Wessels, I., Rueß, J., Gess, C., Deicke, W., & Ziegler, M. (2021). Is research-based learning effective? Evidence from a pre–post analysis in the social sciences. Studies in Higher Education, 46(12), 2595–2609. https://doi.org/10.1080/03075079.2020.1739014
Woodfield, C. L., & Freedman, J. E. (2021). Barriers to knowing and being known: Constructions of (in)competence in research. Philosophical Inquiry in Education, 28(2), 176–194. https://journals.sfu.ca/pie/index.php/pie/article/view/1357
Yermekbayeva, G., Kuzembayeva, G., Maydangalieva, Z., & Goncharenko, O. (2024). Implementing research-based learning in Kazakhstan's pre-service teacher education. Journal of Social Studies Education Research, 15(4), 316–337
Young, K., Hermon, K., Cardilini, A., & Binek, C. (2022). Action-research approach: Building capacity and enhancing work-integrated learning curricula. International Journal of Work- Integrated Learning, 23(4), 445–461.
Zainal, A., Sukristyanto, A., Widodo, J., & Rahman, M. R. (2022). Implementation, outcomes, and effectiveness of research-based learning: A systematic literature review. International Journal of Education & Literacy Studies, 10(4), 153–163. https://doi.org/10.7575/aiac.ijels.v.10n.4p.153
Zainudin, M., Amin, A. K., Zumam, W., Junarti, & Rohmah, I. I. T. (2023). The evaluation of research-based learning on ‘Moodle’ learning management system using CIPP models. Pegem
Journal of Education and Instruction, 13(4), 149–157. https://doi.org/10.47750/pegegog.13.04.18
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
