This article examines how a collaborative approach contributes to the development of students’ literary and speech competencies. Drawing on various educational frameworks, the study analyzes findings from diverse research contexts to evaluate how student collaboration influences reading comprehension, writing quality, and oral communication skills. The primary focus is on assessing the extent to which collaborative techniques—such as peer review, group discussion, and cooperative writing—enhance language learning experiences in classrooms across different educational levels. Results suggest that these methods not only improve students’ mastery of literary concepts but also help them build confidence and effectiveness in oral presentations and debates. The outcomes further indicate that structured guidance from instructors is pivotal for optimizing the benefits of collaboration, as it helps students navigate group dynamics and cultivate deeper engagement with texts. The article concludes that, when implemented carefully and strategically, collaborative approaches yield significant improvements in students’ literary and speech competencies and prepare them for higher-level academic endeavors as well as professional contexts.  

Collaborative approach, literary competence, speech competence

Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (5th ed.). Allyn & Bacon.

Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice (2nd ed.). Allyn & Bacon.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Gillies, R. M. (2007). Cooperative Learning: Integrating Theory and Practice. SAGE Publications.

Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1–28.

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques: A Handbook for College Faculty (2nd ed.). Jossey-Bass.

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345.

Freeman, D., Anderson, M., & Morgan, L. (2020). Peer review in college writing classrooms: A systematic review of empirical research. Journal of Writing Research, 12(3), 423–449.