Interculture-Based Language Learning in Academic English Writing: A Systematic Literature Review in Higher Education
DOI:
https://doi.org/10.21009/ijlecr.v11i2.55483Kata Kunci:
English Academic Writing, Intercultural-Based Language Learning, Higher Education, Systematic Literature Review, Thematic AnalysisAbstrak
This study presents a Systematic Literature Review (SLR) examining the effects of Interculture-Based Language Learning (IBLL) on academic English writing in higher education. Guided by PRISMA 2020, 312 records were retrieved from Google Scholar, Scopus, and DOAJ, resulting in 22 peer-reviewed empirical studies published between 2015 and 2025 included in the final analysis. Data were systematically extracted and analyzed using thematic analysis following Braun and Clarke’s six-phase framework. The synthesis identifies three main themes: the influence of IBLL on academic writing development, its pedagogical and affective benefits, and challenges in implementation. The findings indicate that IBLL enhances academic writing quality, including text organization, argumentation, grammatical accuracy, and intercultural awareness, while also promoting student engagement, motivation, confidence, and critical thinking through reflective and collaborative practices. Nevertheless, persistent challenges related to teacher readiness, institutional support, and balancing intercultural integration with formal academic writing standards remain. Overall, this review positions IBLL as a multidimensional pedagogical framework that integrates linguistic, intercultural, and pedagogical dimensions of academic writing in higher education.
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