Aug 2026· Frontiers in Humanities and Social Sciences· Vol 6, pp. 176-188· 0 citations· 13 references
Abstract
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.
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
Scientific literacy has become a key competency in contemporary science education, particularly amid the post-pandemic landscape marked by accelerating digitalization, expanding access to information, and growing demand for evidence-based decision-making. Although literature on scientific literacy continues to expand, understanding of recent research developments remains limited. This study aims to examine research trends, intellectual structures, and emerging themes in scientific literacy research within educational contexts from 2022-2025. A bibliometric approach was adopted using data retrieved from the Scopus database through a systematic search and screening process guided by the PRISMA framework, with publications analyzed via Microsoft Excel and VOSviewer to assess publication growth, geographical and institutional contributions, citation performance, and keyword co-occurrence networks. The results indicate a substantial increase in publication output after 2023, with the United States, Indonesia, and China as leading contributors, reflecting the global scope of the field and disparities in national research capacities. Institutional analysis reveals broad participation across universities and research organizations, while citation and keyword analyses point to inquiry-based learning, scientific reasoning, critical thinking, and emerging themes including socioscientific issues and technology-enhanced education. These findings signal a shift toward competency-based frameworks emphasizing reasoning and evidence evaluation, informing curriculum development and future research.
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 study systematically reviews 36 recent research articles (2020–2024) on the development of critical thinking in teacher education for English as a foreign language. Although critical thinking is widely recognized as a core competency, recent studies remain fragmented regarding how it is conceptualized, taught, and assessed in English teacher education. This fragmentation makes an updated synthesis urgent amid recent pedagogical, intercultural, and digital transformations in teacher education. The PRISMA protocol was followed, and databases such as Scopus, Web of Science, and Redalyc were consulted, enabling an analysis of the geographical, methodological, theoretical, didactic, and contextual characteristics of the studies. Qualitative approaches predominate (61%), with a significant concentration in Asia (18 cases), followed by the Americas (8) and Europe (6). Among the theoretical frameworks identified, the cognitive approach (25%) and the sociocultural/sociocognitive approach (22%) stand out, highlighting the importance of connecting thinking with context and social interaction. Regarding didactic strategies, experiential learning (39.6%) is prominent, followed by critical or argumentative reflection (33.9%). However, major challenges remain: limited specialized training, curricular rigidity, and a persistent gap between theory and practice. The review maps recent trends, identifies persistent gaps, and offers pedagogical implications for strengthening critical thinking in English teacher education.
Nelson Rafael Toncel Herrera, Ángel Alfonso Jiménez Sierra· Frontiers in Education· 0 citations
Generative artificial intelligence (GenAI) has rapidly become a transformative area of inquiry due to its potential to reshape higher education. However, existing bibliometric and review-based studies have often focused on specific tools or single databases, providing limited insight into the field’s broader intellectual structure. This study presents a bibliometric analysis of 3,888 publications retrieved from Web of Science and Scopus. The findings reveal an exceptional annual growth rate of 273.81%, with life-cycle modeling indicating that the field entered a late-growth phase in 2025 and is projected to reach early maturity by 2026. Publication output was concentrated in educational technology journals, while open-access venues demonstrated substantial publication activity and citation visibility. Geographically, research production was led by the United States and China, whereas many countries in Africa, the Caribbean, and Central Asia remained minimally represented or absent. International collaboration was limited and characterized by regional clustering across Anglophone, Iberian–Latin American, European, and Asian communities. Keyword co-occurrence analysis identified ChatGPT as the dominant organizing concept, with major thematic concentrations in academic integrity and assessment, governance and pedagogical challenges, AI literacy and ethics, critical thinking and feedback, technology adoption, and personalized learning. However, the strong focus on ChatGPT may limit the generalizability of findings across the broader GenAI ecosystem. Thematic mapping further showed that technology application and governance themes are comparatively well developed, whereas learner-centered concerns, including student experience, psychosocial factors, critical thinking, and instructor perspectives, remain less integrated.
Jeya Amantha Kumar, Zeenar Salim, Nagaletchimee Annamalai et al.· Quality & Quantity· 0 citations
Mindset research has contributed to a growing body of literature in English language education, especially research on teachers' mindsets in recent years. Despite this, a comprehensive view to advance this line of research is lacking. This scoping review aims to map past research on teachers' mindsets in English language teaching contexts, identify gaps, and provide future research directions. Following PRISMA guidelines, a search query was applied to Scopus, WoS, ProQuest, and ERIC, yielding 1001 records published between 2006 and 2025. Following the inclusion and exclusion criteria, 41 eligible studies were selected for analysis. Data charting forms and extraction were jointly constructed and discussed by the reviewers. Results indicated an increase in studies from 2022 to 2025, and different approaches were used to study teachers' mindsets. Within Dweck's mindset conceptualization, the studies, however, varied in their domain focus. Several themes were identified, including the influence of teachers' mindsets on their practices, identities, emotions, professional development, and students' motivational outcomes, and their association with subjects and background factors. The review also identifies several significant research gaps and discusses prospects for future research.
N. Nguyen, Nguyen Van Loi· European Journal of Educatio...· 0 citations
