Bibliographic Details
| Title: |
Informal Learning of English or English Learning Beyond the Classroom? A Systematic and Bibliometric Review (1998-2024). |
| Authors: |
Aiju, Liu1 liuaiju@student.usm.my, Abdullah, Amelia2 amelia@usm.my, Wang Yufeng3 Shirleywang999@163.com |
| Source: |
International Journal of Instruction. Apr2025, Vol. 18 Issue 2, p261-284. 24p. |
| Subject Terms: |
*Learner autonomy, *Nonformal education, *Research personnel, *Educators, English language |
| Abstract: |
As digitization advances, English learning has gained prominence increasingly among language researchers. However, informal learning of English (ILE) or English learning beyond the classroom (ELBC) have struggled with conceptual ambiguity and a lack of systematic bibliometric reviews regarding their evolution in the context of higher education. This study addresses this gap through a comprehensive literature review employing both quantitative and qualitative methods to examine these concepts and identifies emerging trends. This study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-2020) framework, and 678 publications were selected between 1998 and 2024. Excels, VOSviewer, and CiteSpace were used to visualize data on publications, research collaboration, authorship, international collaborations and co-occurrence. The findings revealed significant shifts in the focus and scope of ILE/ELBC research, highlighting four phases: Emergence from 1998 to 2009, technology integration from 2010 to 2015, digital trend from 2016 to 2020, and current state 2021-2024. Besides, this study contributes to the literature by providing a comprehensive evolution of ILE/ELBC, and identifying four key drivers: learner autonomy, self-regulation, self-direction, and technology. These insights offer valuable implications for educators and researchers interested in the evolving dynamics of ILE/ELBC in higher education. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
