Revisiting Three Decades of L2 Vocabulary Research in Higher Education (1992–2025): A Multidimensional Bibliometric Analysis

Ibero-American research into Educational Technology as a vehicle for official recontextualisation (2019–2025). A quantitative study of three Spanish journals

Learning in mathematics education. Bibliometric and network analysis (1980-2024)

Given the diversity of theoretical approaches to mathematics learning, this study aims to characterize the predominant theoretical perspectives on the understanding of mathematical concepts within the scientific literature, as well as to identify the collaboration networks and intellectual structure of research in this field. A bibliometric and social network analysis was conducted on 4,266 records from the Scopus database (1980–2024). The findings reveal a dual structure: while the discipline’s intellectual base remains anchored in educational psychology theories (Pekrun, Eccles), the current research front has evolved toward specialized didactic frameworks such as the Onto-Semiotic Approach and Embodied Cognition. The results indicate that the discipline is undergoing a phase of professionalization and theoretical specialization, although high fragmentation and a critical geographic gap persist, excluding emerging regions like Latin America from central collaboration nodes. It is concluded that an epistemological transition is occurring, moving from classical socio-constructivism toward neuro-cognitive and multimodal approaches. These findings underscore the need to integrate fragmented theoretical frameworks and promote transregional collaboration policies to diversify global theoretical production.

Task-based language teaching: Global research trends and thematic developments from a bibliometric and systematic perspective

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.

Conceptual Boundaries and Terminological Variability in Scopus-Indexed Teacher Digital Competence Research: A Bibliometric Analysis

Research on teacher digital competence has expanded sharply over the past decade. However, the field’s development, thematic structure, and underlying terminological characteristics have remained under-examined. The rapid integration of artificial intelligence has compounded this challenge, introducing new competence-related constructs and reshaping the field’s conceptual landscape. In the context of Sustainable Development Goal (SDG) targets 4.4 (developing digital skills) and 4.c (ensuring a supply of qualified teachers), this raises the question of whether the knowledge base is developing coherently. To address this question, we analyse a corpus of 4097 Scopus-indexed publications retrieved through a broad search on teacher digital competence, published between 2015 and 2025, using longitudinal bibliometric analysis and science mapping. The analysis reveals marked terminological variability: a high Pielou’s evenness index (J′ = 0.86) indicates that occurrences are distributed relatively evenly across 8567 normalised terms, suggesting the absence of a strongly dominant terminological core at the corpus level, while singleton terms account for a large share of the vocabulary (76%), pointing to substantial fragmentation. Against this fragmented backdrop, an AI-oriented strand accounts for 10.4% of the corpus and rises to 26.1% of annual output by 2025; rather than displacing established competence-related concepts, AI-related concepts form an emerging technological layer within teacher digital competence research. These thematic patterns are accompanied by uneven publication activity and international collaboration. Taken together, these findings indicate that the conceptual boundaries of teacher digital competence research are shaped by substantial terminological variability and ongoing thematic expansion. They further highlight the importance of transparent search strategies and greater terminological clarity and consistency for improving the comparability, reproducibility, and cumulative development of research in this field.

Contextual Teaching and Learning in Elementary Mathematics Education: A Bibliometric Performance Analysis

Research on Contextual Teaching and Learning (CTL) in elementary mathematics education has expanded substantially over the past decade, yet no bibliometric study has systematically mapped its intellectual structure, growth pattern, or geographic distribution. This study addresses that gap through a bibliometric performance analysis of 55 Scopus-indexed documents published between 2009 and 2026, guided by three research questions on publication trends, geographic contributions, and source characteristics. Data were retrieved from the Scopus database on May 2, 2026, and analyzed using the Scopus Analyze Search Results feature and Microsoft Excel. Results reveal that annual output grew from one document in 2009 to a peak of 11 in 2020 (20.0% of total), declined to two in 2022 amid COVID-19 disruptions, and resurged to 10 in 2025, the second highest on record. Geographically, Indonesia accounts for 85.5% of publications (n = 47), followed by Malaysia (5.5%; n = 3), while contributions from Western countries and other regions remain negligible. Publication sources are dominated by conference proceedings: the Journal of Physics: Conference Series (36.4%) and AIP Conference Proceedings (20.0%) together account for 56.4% of all documents. These findings highlight the need for broader international collaboration, stronger journal-based dissemination, and expanded use of advanced bibliometric tools.

A decade of research on technology-mediated English language proficiency enhancement: A bibliometric analysis

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