Bibliometric Analysis of a Decade Research on Project-Based Learning in English Language Teaching (2014–2024)

Abstract

This study examines the development of Project-Based Learning (PBL) research in English Language Teaching (ELT) over the past decade (2014–2024) through a bibliometric analysis. Utilizing data from the Scopus database and analytical tools such as Biblioshiny and VOSviewer, this research explores publication trends, thematic advancements, geographic contributions, and key research collaborations. The findings indicate a consistent rise in PBL-related publications, with a notable surge during the COVID-19 pandemic, emphasizing PBL's adaptability to remote and hybrid learning environments. Indonesia, China, and Malaysia are identified as leading contributors, underscoring their focus on innovative pedagogies to enhance English proficiency. Thematic analysis highlights major areas such as collaborative learning, critical thinking, and technology integration, as well as emerging themes like e-learning and digital storytelling. However, significant gaps persist, particularly regarding PBL's long-term impact on language proficiency, scalability in under-resourced regions, and the comparative effectiveness of digital tools within PBL frameworks. Addressing these challenges through inclusive cross-cultural research and targeted teacher training can enhance PBL's global applicability. This study reaffirms PBL's transformative role in fostering 21st-century skills and its sustained importance as a learner-centered pedagogy in ELT.