Interculture-Based Language Learning in Academic English Writing: A Systematic Literature Review in Higher Education
DOI:
https://doi.org/10.21009/ijlecr.v11i2.55483Keywords:
English Academic Writing, Intercultural-Based Language Learning, Higher Education, Systematic Literature Review, Thematic AnalysisAbstract
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.
References
Al Herz, J. (2025). Developing critical thinking skills through English writing assignments at King Faisal University. World Journal of English Language, 15(8), 350. https://doi.org/10.5430/WJEL.V15N8P350
Aprianoto, Maurisa, S., & Haerazi, -. (2018). Developing instructional tasks and materials of interculture – based English speaking skills (IBES) model. Researchers World : Journal of Arts, Science and Commerce, IX(4), 57. https://doi.org/10.18843/rwjasc/v9i4/08
Aulia, V. (2021). Ways of EFL teachers in developing their pedagogical competences. VELES: Voices of English Language Education Society, 5(1), 1–9. https://doi.org/10.29408/VELES
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706QP063OA
Broido, M., & Rubin, H. (2020). Fostering academic writers’ plurilingual voices. Journal of Academic Writing, 10(1), 87–97. https://doi.org/10.18552/joaw.v10i1.588
Chen, T. (2018). “But i learn more bad grammars when i write to my classmates”: Acquiring academic literacies in a multicultural writing class. Journal of International Students, 8(2), 638–658. https://doi.org/10.5281/zenodo.1249047
Clouet, R. (2017). The intercultural dimension of english as an academic lingua franca (EALF) in scientific publications. Revista de Lenguas para Fines Específicos, 2, 313–333. https://doi.org/10.20420/rlfe.2017.348
Del Rocío, M., Alcántar, C., Francisco, J., & Montes, C. (2018). Percepción de los estudiantes sobre el aprendizaje significativo y estrategias de enseñanza en el blended learning. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(1), 73–88. https://doi.org/10.15366/REICE
Du, Q., & Liu, Y. (2024). Teaching English academic writing as intercultural communication. World Englishes, 14(6), 1811–1817. https://doi.org/10.1111/WENG.12708
Du, Q., & Liu, Y. (2025). Teaching English academic writing as intercultural communication. World Englishes, 44(4), 577–592. https://doi.org/10.1111/WENG.12708
Ekstam, J. M. (2015). Cultural and academic meetings in the writing classroom: China and the west. Sino-US English Teaching, 12(4), 241–249. https://doi.org/10.17265/1539-8072/2015.04.001
Esseili, F. (2025). Teaching writing from a world Englishes perspective. The Wiley Blackwell Encyclopedia of World Englishes, 1–14. https://doi.org/10.1002/9781119518297.EOWE00064
Fitriana, R. (2023). The Influences of cultural characteristics in writing English : Perspectives from multilingual learners. 4(2), 114–124.
Garska, J., & Brien, S. O. (2019). Navigation of power, identity, and culture in international students’ academic writing. Trabalhos em Linguística Aplicada, 58(1), 62–95. https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8653426
Haerazi, H., & Irawan, L. A. (2020). Developing intercultural language learning (ILL) model to teach writing skills at Indonesian private universities. Journal of English Education, Literature and Culture, 5(1), 43–54. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating intercultural competences in developing English materials for writing classes. 9(3), 540–547.
Haerazi, Irawan, L. A., & Sotlikova, R. (2023). Interculture-based language learning model to improve prospective English teachers’ speaking skills viewed from linguistic awareness. JEELS (Journal of English Education and Linguistics Studies), 10(2), 471–497. https://doi.org/10.30762/jeels.v10i2.1763
Hendriyani, A., Rohayati, E., Ernalis, E., & Herlambang, Y. T. (2019). Critical multiliteration model based on project based learning approach in developing basic school of metacognition thinking skills. International Journal of Science and Applied Science: Conference Series, 3(1), 1–7. https://doi.org/10.20961/IJSASCS.V3I1.34897
Ilham, I. (2022). Implementing project-based learning for EFL students’ writing achievement at tertiary level. English Review: Journal of English Education, 10(3), 1003-1012. https://doi.org/10.25134/erjee.v10i3.6470
Ilham, I. (2023). Need analysis for developing paragraph writing materials based on problem-based learning model for Indonesian EFL learners. JOLLT Journal of Languages and Language Teaching, 11(3), 833–842. https://doi.org/10.25134/erjee.v11i3.8326
Ilham, I. (2024). Needs analysis of project-based learning model in writing paragraphs from EFL students’ perspectives. Journal of Languages and Language Teaching, 12(1), 282–295. https://doi.org/10.33394/JOLLT.V12I1.9215
Keele, S. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering. Keele University and University of Durham.
Laborda, J. G., Sauciuc, A., & Vescan, I. (2020). Interfaces in language teaching. Tejuelo, 31(31), 1–12. https://doi.org/10.17398/1988-8430
Liu, L. A., & Hwang, G. J. (2025). Peer assessment-facilitated SVVR project-based cultural learning: Triangular authentication of project outcomes, critical thinking, and self-efficacy. Presence: Teleoperators & Virtual Environments, 34, 1–55. https://doi.org/10.1162/PRES.A.406
McIntosh, K., Connor, U., & Gokpinar-Shelton, E. (2017). What intercultural rhetoric can bring to EAP/ESP writing studies in an English as a lingua franca world. Journal of English for Academic Purposes, 29, 12–20. https://doi.org/10.1016/J.JEAP.2017.09.001
Mekonnen, T.T., Dobeche, T.M., & Djibiti, A.N. (2023). Effects of Culture-based tasks in improving students of English as a foreign language speaking skills: Jimma College of Teachers’ Education. International Journal of Learning, Teaching and Educational Research, 22(9), 117–139. https://doi.org/10.26803/ijlter.22.9.7
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS medicine, 6(7). https://doi.org/10.1371/journal.pmed.1000097
Morganna, R., Sumardi, & Tarjana, S. S. (2020). Tertiary English students’ attitudes towards intercultural language learning. Indonesian Journal of Applied Linguistics, 9(3), 657–665. https://doi.org/10.17509/ijal.v9i3.23216
Nugroho, A., Haghegh, M., & Triana, Y. (2021). Emergency remote teaching amidst global pandemic: Voices of Indonesian EFL teachers. VELES: Voices of English Language Education Society, 5(1), 66–80. https://doi.org/10.29408/VELES
Okumura, S. (2025). Language learning and intercultural awareness: Insights from a primary school synchronous virtual exchange. International Online Journal of Primary Education, 14(3), 74–87. https://doi.org/10.55020/IOJPE.1670036
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-wilson, E., Mcdonald, S., Prisma, M. (2021). Explanation and elaboration : Updated guidance and exemplars for reporting systematic reviews review findings. The Preferred. https://doi.org/10.1136/bmj.n160
Papaioannou, D., Sutton, A., & Booth, A. (2016). Systematic approaches to a successful literature review.
Rostianingsih, R., & Ubaidillah, M. (2024). Multikulturalisme dan tantangan pengajaran bahasa Arab di era globalisasi: Sebuah tinjauan literatur. Prosiding Konferensi Nasional Mahasiswa Bahasa dan Sastra Arab, 1(1), 1332–1340. https://proceedings.uinsa.ac.id/index.php/knm-bsa/article/view/2296
Song, X., Rosli, M. S. Bin, & Haiyao, Z. (2025). Effect of blended problem-based learning on students’ academic performance in college English cultural courses. International Journal of Instruction, 18(4), 299–318. https://doi.org/10.29333/IJI.2025.18417A
Souza, M. X. R. de, & Coutinho, D. J. G. (2025). Inclusão e diversidade no ensino de língua Inglesa: Práticas e perspectivas - uma (re)leitura. Revista Ibero-Americana de Humanidades, Ciências e Educação, 11(4), 2524–2538. https://doi.org/10.51891/REASE.V11I4.18863
Sutrisno, D., Abbas, A., & Annury, M. N. (2024). Enhancing Writing Skills through Cultural Integration: Exploring the Impact of Culturally-Responsive Writing Instruction in Diverse EFL Classrooms. Global Synthesis In Education Journal, 2(3), 1–16. https://doi.org/10.61667/RPM4CP30
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, 14(3), 207–222. https://doi.org/10.1111/1467-8551.00375
Whitaker, A. (2024). Igniting the fire within: Culturally relevant expository writing. Georgia Journal of Literacy, 46(1), 101–112. https://doi.org/10.56887/GALITERACY.137
Yamauchi, L. A., Taira, K., & Trevorrow, T. (2016). Effective instruction for engaging culturally diverse students in higher education. International Journal of Teaching and Learning in Higher Education, 28(3), 460–470. http://www.isetl.org/ijtlhe/
Yao, C. (2021). Constructing a model of intercultural competence for language learners in the context of English as a foreign language. Curriculum and Teaching Methodology, 4(5), 15–22. https://doi.org/10.23977/curtm.2021.040504
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ilham Ilham
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
