Jul 2026· Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa· Vol 5, pp. 117-129· 0 citations
Abstract
English-medium instruction (EMI) has expanded rapidly as part of the internationalization of higher education, yet its effectiveness depends on sustained language support and classroom practices that enable meaningful academic participation. This study maps the research landscape of EMI and synthesizes the role of English subject as an EMI support ecosystem through three domains: EAP or academic language, academic literacy, and classroom discourse. Bibliographic data were retrieved from Scopus using the query TITLE-ABS-KEY (English-medium instruction for English subject), with limits on publication year, subject area (ARTS), document type (article), and language (English). The final dataset comprised 139 articles indexed in Scopus for 2015-2025. The analysis combined descriptive bibliometric indicators, citation-oriented reading, normalized author-keyword frequency, and keyword co-occurrence mapping using VOSviewer (density, network, and overlay visualizations). The results show sharp publication growth after 2021, peaking in 2025, with International Journal of Bilingual Education and Bilingualism and System as the leading publication venues. EMI appears as the central thematic node, while translanguaging emerges as a major and relatively recent hotspot. Related terms such as assessment, vocabulary, English proficiency, and classroom interaction indicate that pedagogical support is integral to EMI research. The synthesis suggests that English subject can function as a strategic support infrastructure by strengthening academic language, genre-based academic literacy, and interactional competence while accommodating multilingual scaffolding. These findings offer a bibliometric basis for designing more effective and equitable EMI support.
Task-Based Language Teaching (TBLT) has become a central pedagogical approach in second and foreign language education, emphasizing meaningful communication and learner-centered instruction. Despite the growing body of research, a comprehensive and systematically structured synthesis of its intellectual development remains limited, particularly in terms of quantitative mapping of global research trends. This study aims to systematically review and bibliometrically analyze Scopus-indexed publications on TBLT published between 2000 and December 2025 to map publication trends, thematic evolution, geographical distribution, and influential authors in the field. A Systematic Literature Review was integrated with bibliometric analysis to ensure methodological rigor and analytical depth. Data were retrieved from the Scopus database using the keyword “Task-Based Language Teaching” applied to titles, abstracts, and keywords. Descriptive and trend analyses were conducted using RStudio, while VOSviewer was employed to visualize keyword co-occurrence, thematic clusters, and author collaboration networks. The results indicate a steady growth in TBLT publications, particularly since the mid-2010s, reflecting the maturation and global expansion of the field. Thematic evolution analysis reveals a shift from early concerns with form-focused instruction toward broader pedagogical, contextual, and technology-mediated approaches. Keyword co-occurrence mapping demonstrates strong conceptual coherence alongside increasing thematic diversification. The geographical distribution highlights substantial contributions from both English-speaking and EFL contexts, although disparities in research visibility remain evident. Influential author analysis confirms the sustained impact of foundational scholars alongside the emergence of new research communities. Overall, this study provides a comprehensive and data-driven overview of the intellectual landscape of TBLT research and offers strategic insights for future investigations in task-based and technology-enhanced language pedagogy.
S. Azizah, S. Setiawan, Him’mawan Adi Nugroho et al.· Multidisciplinary Reviews· 0 citations
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Esraa Abd Elnaser Mohamed Hassan, R. Mia, Md Shafiqul Islam· International journal of res...· 0 citations
Bibliometric studies have become an important approach for understanding the development and structure of research fields; however, global investigations focusing specifically on assessment literacy in academic writing remain limited. This study aims to map publication trends, collaboration patterns, influential sources, and thematic structures in research on assessment literacy related to academic writing through a bibliometric analysis. Data were retrieved from the Scopus database using the search query TITLE-ABS-KEY (“assessment literacy” AND “academic writing”), covering publications from 1997 to 2025 without restrictions on document type or discipline. A total of 176 documents were analysed using VOSviewer and Microsoft Excel to examine annual publication growth, source journals, subject areas, countries, institutions, author collaboration networks, and keyword co-occurrence patterns. The findings reveal a significant increase in publications after 2011, indicating a paradigm shift from summative assessment toward formative, reflective, and feedback-oriented approaches in academic writing. Research output is dominated by institutions and authors from the United Kingdom, the United States, and China, with Assessing Writing and Assessment & Evaluation in Higher Education emerging as key publication venues. Keyword analysis identifies four dominant thematic clusters: formative feedback and peer assessment, academic writing pedagogy and literacy development, assessment tools and rubrics, and issues of identity, equity, and institutional power. In contrast, themes related to digital literacy, automated feedback, and AI-based assessment remain weakly represented, indicating important research gaps. This study contributes to the literature by providing a comprehensive global overview of assessment literacy research in academic writing and highlighting emerging directions for future studies. The findings offer strategic insights for researchers, educators, and policymakers in developing contextualized, technology-responsive assessment models aligned with the demands of 21st-century higher education.
D. Handayani, Atmazaki, Refnaldi· Multidisciplinary Reviews· 0 citations
Background Transformative learning explains changes in pre-service teachers’ frames of reference, yet previous mapping studies have examined the theory broadly, within higher education, or in specific domains such as sustainability. This study maps the development, contributors, intellectual and conceptual structures, and thematic evolution of transformative learning research in pre-service teacher education. Methods Data were retrieved from Scopus on 29 July 2026 without restrictions on publication year or language. The search identified 237 documents; after excluding non-article records and ineligible articles, 112 journal articles were analysed. Performance analysis used Bibliometrix/Biblioshiny, while keyword co-occurrence and author co-citation networks were constructed with VOSviewer. Author, institution, country, and keyword metadata were normalised before analysis. Results The corpus comprised 112 articles published between 2001 and 2026 across 74 sources and authored by 246 researchers. Annual growth reached 8.67%, while international collaboration accounted for 13.39% of articles. The Journal of Transformative Education was the most productive source; Katrina Liu had the highest citation impact; and Queensland University of Technology was the most productive institution. The conceptual structure centred on transformative learning, teacher education, pre-service teachers, and critical reflection. Mezirow continued to dominate the intellectual structure, while recent themes shifted towards culturally responsive pedagogy, sustainability, online learning, assessment, and pedagogical competence. Data for 2026 include only publications indexed up to 29 July. Conclusions The field has grown more consistently since 2020, although productivity and collaboration remain dispersed. Mezirow’s theoretical foundation persists, while its application in pre-service teacher education increasingly connects professional identity, field experiences, diversity, and sustainability. Longitudinal, comparative, and non-Western studies are needed to determine whether perspective changes endure in teaching practice.
Haris Firmansyah, Wawan Darmawan, N. Suryana et al.· F1000Research· 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