Jun 2026· International Journal of Modern Education· Vol 8, pp. 817· 0 citations· 4 references
Abstract
This study addresses the significant lack of empirical research on the long-term, macro-level development of Mandarin pedagogy in Chinese higher education. Existing studies rely heavily on localised, qualitative classroom summaries, resulting in fragmented knowledge. To fill this gap, this paper systematically maps the academic dynamics, evolutionary trajectories, and institutional networks across eleven structural dimensions, including publication trends, thematic shifts, collaborations, and funding landscapes. Using co-word analysis, citation analysis, and knowledge graph visualisation, a dataset of 155 documents from 1996 to 2025 was retrieved and analysed from CNKI. The findings reveal that while scholarly output peaked in 2013, the core focus has shifted from "pronunciation standardisation" to "professional competence", reflecting a paradigm shift from linguistic correctness toward competency-oriented and practice-based language education. Geographically, institutions in southern dialect zones and border minority regions show the greatest research activity, yet no dominant journal or elite author group has emerged, indicating a decentralised ecosystem. Research output has evolved from policy-driven to demand-driven and now towards technology-driven development. Specifically, this study aims to: (1) examine publication trends, (2) identify major research themes and their evolution, (3) analyse collaboration networks, and (4) explore emerging directions. The findings contribute to understanding how language pedagogy evolves under national policies and technological changes, offering data-driven guidance for university administrators, teacher educators, curriculum developers, and policymakers.
Personality is a fundamental factor in shaping classroom dynamics, student engagement, and instructional paradigms, yet introversion remains a highly fragmented and peripheral topic within educational scholarship. This study systematically applies a macro-level bibliometric approach to map the latent environment of introversion in the context of the more general literature of teaching and learning. We performed a series of Boolean searches in the Scopus database to reach a final dataset of 753 peer-reviewed publications published from 2000 to 2025. We employed the VOS viewer tool for network visualization and algorithmic clustering to analyze publication trajectories, citation networks, and thematic intersections. Bibliographic coupling revealed five distinct clusters mapping the structural anchors of the field, dominated by research streams in psychological well-being, adaptive learning systems, and academic motivation. Concurrently, co-word analysis yielded four primary thematic networks. Keyword co-occurrence mapping demonstrates that while the literature is overwhelmingly structured around broad macro-level frameworks (n=353), introversion remains situated on the structural periphery (n=21). While this quantitative difference reflects the deliberate scope of our broader search strategy, it visually maps the degree to which introversion remains subsumed under generalized personality constructs in educational scholarship. This empirical difference suggests that educational research has tended to examine personality through broader constructs, with introversion receiving comparatively limited explicit attention. Obscuring the individualized teaching realities of introverted educators. In this paper, we bring these networks together through an integrative matrix to map the implicit embedding of introverted teaching qualities, including deliberate reflection, deep listening, and asynchronous digital mediation, within mainstream pedagogies. Ultimately, this research provides a structural framework for the conversion of introversion from a stigmatized variable to an explicitly acknowledged strength in the design of contemporary education.
Marylyn Inocencio· The International Review of...· 0 citations
This paper analyzes 335 articles on question chains and English reading teaching indexed in CNKI from 2015 to 2025, employing CiteSpace for bibliometric analysis. It reviews the current state, research hotspots, and trends in this field from the dimensions of temporal distribution, spatial distribution, and keywords. The findings reveal that research interest in this area has been steadily increasing and has reached a peak in recent years. Research hotspots mainly focus on the practical design of question chains in English reading classrooms and their impact on students’ thinking quality, while the research perspective has gradually shifted from classroom operational techniques to the cultivation of core competencies. Although current studies have established a common theoretical framework for question chain design, issues remain, such as insufficient attention to individualized design and a lack of focus on teacher professional development. Future research should deepen individualized design, strengthen teacher professional capacity building, and expand the research horizon on educational values, so as to provide new insights for the application of question chains in English reading teaching.
Shuting Yan· Frontiers in Humanities and...· 0 citations
This study presents a multidimensional bibliometric and thematic analysis of L2 vocabulary learning research in higher education from 1992 to 2025. Leveraging a two-database framework that integrates data from Scopus and the Web of Science Core Collection, the paper applies Hallinger and Kovačević’s Four-Dimensional Bibliometric Framework to analyze the evolution, intellectual landscape, and methodological trends of the field. 557 peer-reviewed journal articles were quantitatively mapped, and thematic clusters were identified using Bibliometrix (R) and VOSviewer. The findings reveal three stages of scholarly development, diversification of institutions and regions involved, and varying methodological orientations between databases. Seven thematic clusters emerged, including technology-enhanced vocabulary instruction, modeling vocabulary knowledge, and incidental acquisition processes. In addition to validating dominant research paradigms, the paper places special focus on emerging and yet-to-be-explored domains such as informal digital learning, psychological network analysis, and vocabulary pedagogy for equity. A comparison of Scopus and WoS suggests a need for dual-source indexing to justify large-scale bibliometric synthesis. The study concludes by proposing an agenda for future research that is inclusive in methodology, theory-driven, and context-sensitive in its responsiveness to global language learning dynamics.
This study aims to systematically map the evolution of research on employability within higher education by identifying publication trends, influential contributors, thematic developments and emerging research directions. It also examines how higher education institutions (HEIs) contribute to graduate employability through skill development and their alignment with labour market requirements.
A bibliometric analysis was conducted using peer-reviewed publications retrieved from Web of Science Core Collection covering the period 2013–2023. Following a multi-stage screening process, 186 articles were included in the final dataset. Data were analysed using Microsoft Excel and Biblioshiny (R package) to examine publication trends, citation patterns, collaboration networks, keyword co-occurrence, thematic evolution and influential sources within the employability research landscape.
The findings reveal substantial growth in employability research over the past decade, reflecting increased global attention to aligning higher education with labour market needs. The analysis identifies key research themes, including employability skills, graduate attributes, work-integrated learning, curriculum development and career readiness. Emerging themes such as entrepreneurship, emotional intelligence, self-efficacy and career adaptability indicate a shift towards holistic graduate development. The study also highlights leading authors, journals, institutions and countries contributing to this field, while emphasising the need for curriculum reforms to strengthen graduate employability.
This study provides a comprehensive bibliometric overview of employability research in higher education and identifies emerging themes and knowledge gaps that have received limited attention. By synthesising a decade of scholarly evidence, it offers valuable insights for researchers, educators, HEIs and policymakers seeking to strengthen curriculum design, graduate employability and evidence-based higher education reforms.
N. Mushtaq, Farzana Gulzar, Baziga Farooq et al.· LBS Journal of Management &a...· 0 citations
Background and Purpose: This bibliometric analysis study provides a detailed analysis of the landscape of research on technology-mediated English language skills teaching and learning over the past decade. The goal is to shed light on the most popular subjects, prolific authors, publications, and countries involved. By examining 209 documents retrieved from the Scopus database from 2014-2023, this study aims to reveal significant trends and insights into the evolution of technology-mediated teaching and learning processes.
Methodology: The study utilises bibliometric analysis, with data collection conducted following the PRISMA guidelines. It employed tools such as VOSviewer, Excel, and Tableau. The research involves quantitative metrics to graphically represent publication trends, country contributions and collaborations, prolific authors, and recurring research themes.
Findings: The analysis shows a significant rise in technology-mediated English language teaching publications since 2021, led by the United States, China, and Malaysia. Key topics include e-learning, communication skills, computer-assisted teaching, pandemic's impact, speech recognition, and teaching, highlighting central themes and collaborative networks.
Contributions: It highlights critical trends and areas of focus in technology-mediated English language education. It underscores the importance of prioritising research on technological media in language education and suggests future research directions to enhance English language proficiency, particularly speaking skills.
Keywords: Bibliometric analysis, technology mediated in teaching and learning, English-speaking skills.
Cite as: Khofifah, I., & Yahya, N. (2026). A decade of research on technology-mediated English language proficiency enhancement: A bibliometric analysis. Journal of Nusantara Studies, 11(2), 477-491. http://dx.doi.org/10.24200/jonus.vol11iss2pp477-491
Iif Khofifah, Nurhidayah Yahya· Journal of Nusantara Studies...· 0 citations
This bibliometric analysis examined published research on multilingualism and inclusive classroom practices in English Language Teaching retrieved from the Scopus database from 2017 to 2025. Guided by three research questions, the study mapped publication trends, leading journals, authors, institutions, and dominant thematic clusters across 56 articles using VOSviewer for keyword co-occurrence visualization. The findings revealed a steady acceleration in publication output over the analyzed window, with inclusive education and English language teaching emerging as the dominant theoretical anchors of the field. The United States and Indonesia led the field in research output, followed by a globally distributed tier including Poland, Iran, Spain, and South Africa. The University of Warsaw (3 publications) and Isfahan University of Technology (2 publications) ranked as the most productive institutions, while Chan and Lo, Lau and Shea, and Nijakowska et al. registered as the most cited authors. The keyword analysis clustered scholarship around inclusive, multilingual, EFL/ESL, and higher education strands, with peripheral domains such as decolonization and disability-inclusive pedagogy remaining underdeveloped. The findings provide a foundation for advancing evidence-based, multilingual, and equitable ELT research through the next decade.
Cristine Ombao· International Journal For Mu...· 0 citations