Two Decades of Academic Writing Assessment in Higher Education: A Bibliometric and Technological Trend Analysis of Scopus (2000-2025)

Authors

  • Zain Syaifudin Nakrowi
  • Nana Triana Winata
  • Alfrits Lumettu

Keywords:

Academic Writing Assessment; Bibliometric Analysis; Digital Technology; Research Trends; Higher Education

Abstract

Academic Writing Assessment (AWA) in higher education is essential for students, educators, and institutional stakeholders, as it not only evaluates students’ writing proficiency but also informs pedagogical practices and supports ongoing curriculum development. Despite an expanding body of literature in this domain, comprehensive bibliometric studies that systematically map the publication landscape, identify influential contributors, and trace the evolution of research themes remain scarce. This study addresses this gap by conducting a systematic bibliometric analysis of AWA research in higher education, examining publication trends, thematic development, and key authorship from 2000 to 2025. A total of 545 Scopus-indexed journal articles were analyzed using VOSviewer, Biblioshiny-R, Microsoft Excel, and OpenRefine. The results indicate a consistent growth in publications, particularly after 2010, with a marked surge since 2018. Teng M.F was identified as the most prolific author, offering future researchers clear reference points for seminal works in the field. The most cited publication, Strobl with 212 citations, examined the integration of digital technologies in academic writing. Geographically, the United Kingdom accounted for the highest publication output. Thematic analysis revealed central topics including "academic writing," "higher education," and "assessment," alongside emerging themes such as "collaborative learning," "ChatGPT," "artificial intelligence," and "academic integrity." Current trends suggest that technological integration is reshaping AWA, frequently prioritizing efficiency and measurable outcomes over students’ metacognitive, literacy, critical thinking, and analytical development. These findings highlight the need for more holistic assessment approaches that consider both the processes and outcomes of academic writing. Future research should integrate evaluations of writing processes, learning outcomes, and technological applications to foster a comprehensive understanding of AWA in higher education.

https://doi.org/10.26803/ijlter.24.10.13

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2025-10-30

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Vol. 24 No. 10 (2025): October 2025

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