Global Bibliometric Mapping of Didactic Research in Language Teaching: Trends, Collaborations, and Emerging Themes (2015–2025)

Asep Sopian, Uswah Mujahidah Rasuna Said, Tatang Tatang, Farhan Fuadi, Muhammad Sabri bin Sahrir

Abstract


Didactic approaches have long been significant in mathematics education, but their application to language teaching remains underexplored. This bibliometric study maps the research landscape on didactics in language teaching over the past decade from 2015 to 2025. Data were extracted from Scopus using the search string "didactic AND language AND (teaching OR pedagogy)". After applying inclusion and exclusion criteria, 467 publications were analyzed using Harzing’s Publish or Perish, VOSviewer, Microsoft Excel, and Biblioshiny (RStudio). The results show publication volume rising from 2015, peaking in 2022, followed by a decline toward 2025. Russia, Brazil, and the United States were the most productive countries. Citation and thematic analyses revealed six main clusters focused on pedagogical innovation, communicative competence, and emerging technologies like artificial intelligence and augmented reality. Crucially, while concepts such as 'didactic transposition' appeared sporadically, the systematic transfer of classical mathematical didactics, particularly from Brousseau or Chevallard, to language education remains highly marginal. Consequently, this study empirically validates a persistent research gap in adapting exact science didactic concepts to the dynamic needs of language learning. Ultimately, this paper offers global insights and recommendations for future research to bridge this interdisciplinary divide.

Keywords


Bibliometric Analysis; Didactics; International Collaboration; Language Teaching; Research Trends

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References


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DOI: https://doi.org/10.17509/alsuniyat.v9i1.104544

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