A Bibliometric Analysis of Knowledge Development and Emerging Trends of Critical Thinking in English Education (1995-2024).
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| Title: | A Bibliometric Analysis of Knowledge Development and Emerging Trends of Critical Thinking in English Education (1995-2024). |
|---|---|
| Authors: | Liu, Jing1 yujingdeliu@gmail.com, Bin Sihes, Ahmad Johari1 p-joha@utm.my |
| Source: | International Journal of Instruction. Oct2025, Vol. 18 Issue 4, p499-516. 18p. |
| Subject Terms: | *Critical thinking, *English language education, *Bibliometrics, *Higher education, *Intellectual development, *Educational technology, Focus (Linguistics) |
| Geographic Terms: | China |
| Abstract: | Despite the growing emphasis on Critical Thinking (CT) in English education, there remains a lack of comprehensive understanding regarding its development and emerging trends over time. This study aims to bridge this gap by conducting a bibliometric analysis (BA) to map the knowledge development and emerging trends, identify influential contributors, and highlight emerging trends in CT research within the context of English education. A total of 878 articles were retrieved from the Web of Science core collection database from 1995 to 2024. VOSviewer and CiteSpace were employed as analytical instruments. The data collection process involved extracting publication metadata including authorship, institutional affiliations, keywords, citations, and country of origin. The analysis reveals that Hwang Gwo-jen, Stapleton Paul, and Yuan Rui are the most frequently cited authors, while institutions such as The Chinese University of Hong Kong, The University of Hong Kong, and Islamic Azad University have made substantial contributions. China, the United States, and Iran emerged as the leading countries in this research area. Major research themes include higher education, academic writing, 21st-century skills, teacher education, CT, and teacher-student interaction. Additionally, emerging topics such as media education, information literacy, ChatGPT, digital games, educational technology, collaborative learning, and reading comprehension are gaining traction. These findings provide a comprehensive overview of the research landscape and suggest future directions for scholars and educators aiming to integrate CT into English education through innovative and technology-enhanced pedagogies. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188375465 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Bibliometric Analysis of Knowledge Development and Emerging Trends of Critical Thinking in English Education (1995-2024). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Liu%2C+Jing%22">Liu, Jing</searchLink><relatesTo>1</relatesTo><i> yujingdeliu@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Bin+Sihes%2C+Ahmad+Johari%22">Bin Sihes, Ahmad Johari</searchLink><relatesTo>1</relatesTo><i> p-joha@utm.my</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Oct2025, Vol. 18 Issue 4, p499-516. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+development%22">Intellectual development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+%28Linguistics%29%22">Focus (Linguistics)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Despite the growing emphasis on Critical Thinking (CT) in English education, there remains a lack of comprehensive understanding regarding its development and emerging trends over time. This study aims to bridge this gap by conducting a bibliometric analysis (BA) to map the knowledge development and emerging trends, identify influential contributors, and highlight emerging trends in CT research within the context of English education. A total of 878 articles were retrieved from the Web of Science core collection database from 1995 to 2024. VOSviewer and CiteSpace were employed as analytical instruments. The data collection process involved extracting publication metadata including authorship, institutional affiliations, keywords, citations, and country of origin. The analysis reveals that Hwang Gwo-jen, Stapleton Paul, and Yuan Rui are the most frequently cited authors, while institutions such as The Chinese University of Hong Kong, The University of Hong Kong, and Islamic Azad University have made substantial contributions. China, the United States, and Iran emerged as the leading countries in this research area. Major research themes include higher education, academic writing, 21st-century skills, teacher education, CT, and teacher-student interaction. Additionally, emerging topics such as media education, information literacy, ChatGPT, digital games, educational technology, collaborative learning, and reading comprehension are gaining traction. These findings provide a comprehensive overview of the research landscape and suggest future directions for scholars and educators aiming to integrate CT into English education through innovative and technology-enhanced pedagogies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2025.18427a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 499 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: English language education Type: general – SubjectFull: Bibliometrics Type: general – SubjectFull: Higher education Type: general – SubjectFull: Intellectual development Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Focus (Linguistics) Type: general – SubjectFull: China Type: general Titles: – TitleFull: A Bibliometric Analysis of Knowledge Development and Emerging Trends of Critical Thinking in English Education (1995-2024). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Liu, Jing – PersonEntity: Name: NameFull: Bin Sihes, Ahmad Johari IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 18 – Type: issue Value: 4 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
