Integrating collaborative digital media in contextual teaching and learning to enhance narrative writing skills: A systematic review

Abstract

This systematic review investigates the integration of collaborative digital media in Contextual Teaching and Learning (CTL) to enhance narrative writing skills. The study aims to synthesize recent empirical research that explores how collaborative platforms such as Google Docs, Canva, and Flipbook are used within CTL-based writing instruction. Using a PRISMA-guided systematic review, relevant studies published between 2020 and 2024 were identified through structured searches across Scopus, Web of Science, ERIC, and Google Scholar databases. A total of 376 articles were initially identified, and ten studies were selected for final synthesis through a rigorous screening and eligibility assessment. Findings indicate that collaborative digital media effectively support student engagement, peer collaboration, and narrative writing development when combined with CTL strategies. These tools facilitate real-time co-construction of texts, encourage critical peer feedback, and foster active participation. CTL-based instruction further strengthens student motivation by connecting learning to real-life contexts. Additionally, the review highlights the incidental development of digital literacy skills through collaborative writing tasks. However, most studies do not explicitly integrate digital literacy training into instructional design. This review concludes that collaborative digital media, when deliberately integrated within CTL frameworks, can significantly enhance narrative writing outcomes while promoting responsible digital tool use. The findings offer valuable implications for teachers, curriculum designers, and researchers aiming to optimize writing instruction in increasingly digital learning environments.