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Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020

100%

Qin J., Lei L.

Studies in Second Language Learning and Teaching

2022

vol. 12

issue 3

381-404

This study offers a bibliometric analysis of research trends in task-based language teaching (TBLT) from 1985 to 2020. The analysis covers research questions related to the publication trends, venues for publication, productive authors, highly cited articles and references and, more importantly, the most frequently explored TBLT-related topics and their developmental patterns across the past 35 years. Results showed that TBLT was still mostly approached from the traditional cognitive-interactionist and psycholinguistic perspectives with a focus on tasks, individuals (i.e., learners and teachers), task-related variables (e.g., task complexity and task repetition), task performance, and the resultant linguistic forms. While this field of research has witnessed a growing interest in learners’ individual differences and computer-mediated, technologies-assisted learning, a decreasing trend has been observed in topics related to error and recast. Implications for task-based research, pedagogy, and research methodologies are discussed.

Research on the learning/teaching of L2 listening: A bibliometric review and its implications

81%

Lei L., Deng Y., Liu D.

Studies in Second Language Learning and Teaching

2023

vol. 13

issue 4

781-810

This bibliometric study examined the development of research on the learning and teaching of second language (L2) listening from 1948 to 2020 (73 years). Specifically, the study involved: (1) a search and analysis of all the noun phrases to identify important research topics in the abstracts of the published journal articles on L2 listening over the 73 years (divided into three periods) using self-made Python scripts and (2) three co-citation analyses of the references in these articles regarding highly cited authors, publications, and journals, respectively, via the VOSviewer program. The keyword/phrase analysis produced results that helped uncover and delineate the research trends in L2 listening across the three time periods. The co-citation analyses identified the most highly cited authors, publications, and journals as well as the interrelations among the most highly cited items in each of the three categories illustrated with network maps. The results of the analyses and their implications are discussed.

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2 Studies in Second Language Learning and Teaching

2 Lei L.

1 Deng Y.

1 Liu D.

1 Qin J.

1 2023

1 2022

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Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020

Research on the learning/teaching of L2 listening: A bibliometric review and its implications