MAPPING RESEARCH TRENDS IN ENGLISH SYSTEMATIC LANGUAGE EDUCATION: A BIBLIOMETRIC ANALYSIS OF HIGH-IMPACT JOURNALS

3rd International Scientific Conference of Current Issues in Foreign Language Education, Simkent, Kazakistan, 27 - 28 Şubat 2025, cilt.3, sa.1, ss.1-11, (Tam Metin Bildiri)

Yayın Türü: Bildiri / Tam Metin Bildiri
Cilt numarası: 3
Basıldığı Şehir: Simkent
Basıldığı Ülke: Kazakistan
Sayfa Sayıları: ss.1-11
Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

Understanding shifts in research priorities is crucial for scholars and practitioners in English language education, as academic publishing shapes both theoretical advancements and pedagogical practices. High-impact journals play a central role in this process by disseminating emerging theories, methodologies, and innovations. This study analyzed publishing trends in top-tier language education journals to identify dominant themes, evolving research directions, and methodological patterns over the past two years (2023–2024).

A bibliometric content analysis was conducted on articles published in the three highest-ranked general language education journals indexed in the Web of Science Core Collection (SSCI, SCI, SCI-Expanded, AHCI). Journals were selected based on their 2023 impact factors, Journal Citation Indicators, and quartile rankings, as reported in Journal Citation Reports (https://jcr.clarivate.com). The study systematically examined articles from 2023 and 2024 to identify prevalent research topics, theoretical frameworks, and methodological approaches.

The findings revealed a continued focus on traditional areas such as second language acquisition and communicative competence, alongside a growing emphasis on multilingualism, critical applied linguistics, and AI integration in language teaching. Notable increases were observed in research on translanguaging, the decolonization of ELT, and ecological approaches. Methodologically, there was a shift toward mixed methods research, corpus linguistics, and AI-driven analysis. The study also highlighted underrepresented areas, including teacher well-being and the long-term impact of digital learning.

The analysis demonstrated that high-impact journals do more than reflect academic discourse; they actively shape research agendas by prioritizing specific themes and methodologies. The increasing prominence of critical and technology-driven perspectives suggests a shift in the field’s focus, mirroring broader sociopolitical and technological developments. These findings offer valuable insights for researchers, educators, and policymakers seeking to align their work with emerging trends.