Jul 2026· International Journal For Multidisciplinary Research· Vol 8· 0 citations· 44 references
Abstract
This study presents a bibliometric analysis of writing anxiety research in English language education from 2016 to 2026 using 138 Scopus-indexed journal articles. Employing performance analysis and science mapping through Biblioshiny, it examines publication trends, influential journals, highly cited studies, leading countries, and emerging research themes. Findings reveal that the field is anchored on the interconnected constructs of writing anxiety, writing self-efficacy, and writing performance, with publication output increasing markedly after 2021, reflecting post-pandemic and AI-assisted learning contexts. Citation analysis identifies the foundational contributions of Tahmouresi and Papi, Rahimi, and Sabti et al., while author productivity remains concentrated among a small group of recurring scholars. China emerged as the most influential country in terms of citations, followed by Malaysia, the United States, Turkey, and New Zealand, highlighting the dominance of Asian and other non-Western EFL contexts. Despite sustained growth, the field exhibits limited international collaboration and underrepresentation of Latin America, sub-Saharan Africa, and much of Europe. The study recommends expanding database coverage, strengthening cross-country collaboration, and examining writing anxiety within AI-mediated writing environments and diverse learner populations. The findings provide a comprehensive overview of research trends and offer a benchmark for future scholarship and pedagogical innovation in English language education.
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
Examination of publishing patterns, top journals, authors, and institutions, records of international collaboration, and the thematic structure of the field using bibliometric performance indicators and scientific mapping approaches indicates a consistent and incredibly rapid rise in publications during the past ten years.
Hui Jiang, Rafizah Mohd Rawian· Digital Technologies Researc...· 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
Writing anxiety is a persistent affective barrier that undermines the writing performance and academic achievement of English as a Second Language (ESL) learners. While numerous studies have examined this phenomenon in the Philippine context, findings remain dispersed across educational levels and research settings. This scoping review sought to consolidate the existing literature on writing anxiety among Filipino ESL learners published between 2013 and 2025 by identifying the educational levels most frequently studied, the dominant dimensions of writing anxiety, methodological patterns, contributing and mitigating factors, and research gaps. Guided by the Arksey and O’Malley (2005) framework and reported in line with PRISMA-ScR guidelines, the review systematically searched Google Scholar, ERIC, ResearchGate, Philippine E-Journals, and other open-access databases. Of the 67 records identified, 10 empirical studies met the inclusion criteria and were analyzed. Results showed that research has concentrated on senior high school students (50%), followed by tertiary (30%) and junior high school learners (20%). Cognitive anxiety—marked by fear of failure, negative evaluation, and concern over writing performance—emerged as the most prevalent dimension, while somatic anxiety and avoidance behaviors appeared less frequently. Most studies employed quantitative descriptive-correlational designs and utilized Cheng’s Second Language Writing Anxiety Inventory (SLWAI) as the primary instrument. The review further highlighted linguistic challenges, fear of evaluation, classroom pressure, and socioeconomic status as major contributors to writing anxiety, whereas explicit writing instruction, supportive teacher communication, writing self-efficacy, and collaborative learning strategies were found to reduce anxiety. Despite the expanding body of literature, notable gaps persist, particularly the limited focus on junior high school learners, the scarcity of longitudinal and intervention-based studies, and the reliance on cross-sectional quantitative methods. These findings provide a comprehensive synthesis of current evidence and offer valuable implications for ESL pedagogy, curriculum development, language policy, and future research aimed at fostering supportive learning environments that alleviate writing anxiety and strengthen learners’ writing competence.
J. C. Ogana, L. J. B. Caluza· Indonesian Journal of Educat...· 0 citations
This study employs bibliometric analysis to map international trends in teaching fiction in English literature classrooms, including trends in publication, major scholars, and emerging themes. According to the Scopus database statistics, research papers published from 2010 to 2024 were queried with the terms "Teaching Fiction," "English Literature," and "Learning Approaches." The findings reveal a strong local publication focus and a lack of robust international collaboration, with the United States, the United Kingdom, Australia, Russia, and China emerging as leading players. Scholars such as Ivey Gay and Astradur Esteinsson have worked on multimodal teaching approaches and digital storytelling, respectively. Dominant thematic trends, including "Education," "Learning," and "Curriculum," reveal an increasing emphasis on creativity, critical thinking, and digital content in fiction pedagogy. These findings provide a valuable stepping stone to research in innovative methodologies and pedagogical practice within teaching fiction
Rizka Safriyani, M. Ubaidillah, S. U. Khasanah· Loquen: English Studies Jour...· 0 citations
Self-efficacy has been one of the most widely used psychological constructs in mathematics education research for over three decades. However, the development of research, the intellectual structure of the field, and its relationship to learning approaches and mathematical competence have not been comprehensively developed. This study aims to analyze publication trends, thematic structures, and identify research gaps regarding self-efficacy in mathematics education. The study uses a bibliometric approach to 3,096 Scopus Open Access documents from 2013–2025 that have been screened to ensure their relevance to the field of education. The analysis was conducted using Bibliometrix (R) to broadcast publication performance and VOSviewer to map the co-word network. The results show sharp and consistent growth (Annual Growth Rate 20.47%), with Frontiers in Psychology as the most published platform (197 documents) while EURASIA Journal of Mathematics, Science and Technology Education remains the most relevant core journal for the mathematics education audience specifically. The co-word mapping identified four thematic clusters—self-efficacy, mathematics teaching and achievement; health and behavior; clinical education and medical competence; as well as procedures and pilot studies. However, the most pedagogically significant finding is the lack of explicit integration between self-efficacy, team-based learning, and mathematical communication in the context of statistics education: combined phrases such as ‘collaborative learning in statistics’ and ‘communication skills in mathematics’ were completely absent (n = 0) among all the documents analyzed, while the individual terms rarely appeared alongside self-efficacy. This finding confirms that research interventions that integrate collaborative learning with self-efficacy strengthening in statistics courses—particularly in higher education contexts that are still underrepresented in the global literature such as Southeast Asia—represent a pressing research agenda and have the potential to make significant pedagogical contributions to the teaching of mathematics and statistics in higher education.
Nike Astiswijaya, T. Turmudi, Kusnandi Kusnandi et al.· ISEJ : Indonesian Science Ed...· 0 citations