Global Trends in ICT-Enhanced English Instruction: Insights from a Bibliometric Analysis (2000–2025)
Keywords:
ICT in English language teaching; digital literacy; bibliometric analysisAbstract
This study presents a comprehensive bibliometric analysis of research trends in the use of Information and Communication Technology (ICT) in English language teaching over a 25-year period (2000–2025). Drawing on 477 peer-reviewed documents retrieved from the SCOPUS database, this research investigates the temporal growth of scholarly output, identifies the most influential authors, sources, and countries, and maps the conceptual evolution of the field. The analysis employs advanced bibliometric tools, including Biblioshiny and VOSviewer, to examine co-authorship networks, keyword co-occurrences, citation patterns, and thematic developments. Results reveal a significant increase in research activity, particularly from 2010 onward, with a peak during the COVID-19 pandemic era. Malaysia and Indonesia emerge as leading contributors, while authors such as Yunus M.M. and Hennessy S. hold substantial academic influence. Core research themes include ICT integration, digital literacy, blended learning, and teacher professional development, demonstrating the field’s responsiveness to technological and pedagogical changes. Thematic mapping highlights the transition from foundational ICT use toward more sophisticated and context-specific applications in English instruction. These findings contribute to a nuanced understanding of the intellectual and social structure of the field, offering strategic insights for educators, researchers, and policymakers in navigating the evolving landscape of ICT-mediated language education.
https://doi.org/10.26803/ijlter.24.12.15
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