Do collaborative tasks influence learners’ use of new vocabulary in the EFL - classroom?

Sammanfattning

Vocabulary knowledge is fundamental in learners’ ability to express meaning and participate effectively in communication in English as a foreign language (EFL). However, classroom based research indicates learners frequently depend on familiar words and tend to avoid using newly learned vocabulary in communicative situations. This systematic literature review explores how collaborative and task based activities affects learners’ productive use of vocabulary in EFL classrooms, with a particular focus on implications for English teaching in the Swedish school context. The purpose of the study is to synthesise empirical research on collaborative task based approaches to vocabulary learning in order to identify factors that facilitate or hinders learners use of new lexical items. The review is guided by research questions addressing how task design, interactional conditions and contextual factors shape vocabulary use during collaborative activities. A systematic literature review was conducted. Ten empirical studies published between 2015 and 2025 were identified through structured research in international databases. The selected studies were analyzed using thematic analysis in order to identify recurring patterns across different learner groups, educational context and types of tasks. The findings show that collaboration alone does not automatically lead to increased use of newly learned vocabulary. Instead, tasks that place explicit demands on lexical retrieval and production are more likely to promote productive vocabulary use. In addition, learner related factors such as proficiency and confidence, as well as teacher scaffolding and task familiarity, play a significant role. The findings are discussed in relation to sociocultural theory, task based language teaching and the aims of the Swedish national curriculum.