Vocabulary Learning Research in ESL/EFL: A Bibliometric Review of Trends, Innovations, and Gaps
DOI:
https://doi.org/10.37134/ajelp.vol13.2.4.2025Keywords:
bibliometric analysis, vocabulary learning, emerging technology , technology-assisted learning, vocabulary acquisitionAbstract
Vocabulary acquisition is fundamental to language learning and overall proficiency in English as a Second Language (ESL) and English as a Foreign Language (EFL) context. In line with the United Nations’ Sustainable Development Goal (SDG) 4: Quality Education, understanding trends in vocabulary research is essential for advancing inclusive and equitable education. This bibliometric analysis examines the evolution of vocabulary learning research from 2010 to 2024, based on 338 articles indexed in the Web of Science database. The study identifies key publication patterns, leading authors, influential institutions, and emerging themes. Findings show a notable increase in research after 2016, mainly driven by technological advancements such as mobile-assisted and computer-assisted language learning, as well as pedagogical innovations like flipped classrooms and task-based learning. However, critical gaps remain, especially in long-term vocabulary retention and the integration of emerging technologies like artificial intelligence (AI), augmented reality (AR), and virtual reality (VR). While previous studies have explored traditional instructional methods, few have examined the transformative role of these technologies in vocabulary acquisition. By mapping the current research landscape and highlighting underexplored areas, this study offers strategic insights to guide future research. The findings support efforts to improve vocabulary instruction and promote lifelong learning, in line with SDG 4.
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