COGENT EDUCATION

2024, VOL. 11, NO. 1, 2346044

https://doi.org/10.1080/2331186X.2024.2346044

LANGUAGE EDUCATION | RESEARCH ARTICLE

Technology-enhanced language learning in English language

education: Performance analysis, core publications, and emerging
trends
Toshiyuki Hasumia and Mei-Shiu Chiub
a
International College, Ming Chuan University, Taipei, Taiwan ROC; bDepartment of Education, National Chengchi
University, Taipei, Taiwan ROC

ABSTRACT ARTICLE HISTORY

As technology use has become the norm in education, this bibliometric analysis of Received 30 November 2023
technology-enhanced language learning (TELL) aims to reveal its current state-of-the- Revised 29 March 2024
art and emerging trends. Analysis of 1,816 publications (1,745 articles and 71 reviews) Accepted 17 April 2024
from Web of Science demonstrated growing interests in the field and core publica-
KEYWORDS
tions in the field. Bibliographic coupling identified eight research fronts, with a par- English instruction; English
ticular emphasis on the established flipped learning (FL) pedagogy and expanding language learners;
influence of mobile assisted language learning (MALL) and digital game-based learn- technology uses in
ing (DGBL). These approaches are at the forefront in shaping English language skill education; bibliometrics;
acquisition, especially in writing, with the rise of technology multimodality and infor- technology-enhanced lan-
mal digital learning as nascent yet significant areas for future research. Anchored in guage learning; computer-
the bioecological model, the research highlights the integral role of student outcomes assisted language learning
across various competencies influenced by systemic factors. The study stresses the
REVIEWING EDITOR
necessity for education stakeholders to blend technology with pedagogical strategies, Andreja Istenic, Senior
a need further accentuated by the COVID-19 pandemic. The study’s major contribu- Editor, Faculty of Education,
tion lies in its comprehensive synthesis of TELL’s current landscape and for both University of Primorska,
future research and education endeavours in the field of English TELL. Slovenia

SUBJECTS
Information &
Communication Technology
(ICT); Technology;
Bilingualism/ESL; Education
Policy & Politics; Open &
Distance Education and
eLearning

Introduction
Technology has become increasingly prevalent in language education (Palacious Hidalgo, 2020), as evi-
dent with dedicated subfields from computer-assisted language learning (CALL; Gillespie, 2020), mobile-
assisted language learning (MALL; Elaish et al., 2019), to technology-enhanced language learning (TELL;
Shadiev & Yang, 2020). In addition to the wealth of technologies investigated (Lim & Aryadoust, 2021;
Zhang & Zou, 2022b), studies have demonstrated positive student perceptions and impact on language
learning (Goksu et al., 2022), enhancing motivation, engagement, and confidence (Shadiev & Wang,
2022; Wei, 2022), and positive outcome in both receptive skills in vocabulary, grammar, listening, and
reading (Zhang & Zou, 2022a) and productive skills of speaking and writing (Shadiev & Yang, 2020). In
particular, as the main international language for communication, learning English as a foreign language
(EFL) has dominated research in technology use in language learning (Goksu et al. 2022; Shadiev &
Yang, 2020).

CONTACT Toshiyuki Hasumi [email protected] International College, Ming Chuan University, Taipei, Taiwan ROC
ß 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which
permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been
published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
2 T. HASUMI AND M.-S. CHIU

Despite decades of calls for stronger integration of technology in language education (Dede, 2000;
Hubbard, 2013), the concept of emergency remote teaching during the recent COVID pandemic accentu-
ated the difficulties and challenges faced by educators (Atmojo & Nugroho, 2020; Moorhouse et al.,
2021). As the pandemic has resided and the role of technology becomes more important than ever,
there is a need for educators and researchers to be well-prepared with an up-to-date overview of the
field. This study therefore aims to identify the latest trends in technology-enhanced English education,
providing a reference to inform nascent and veteran scholars on the latest developments and topics for
future research. Findings from the bibliometric analysis are further framed within the bioecological
model (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 2006) to illustrate the holistic landscape of the
field.

Technology in English education

Rapid technological advances have blurred the lines between the previous notions of specific technol-
ogy use in language education (Dooly & Masats, 2015; Palacious Hidalgo, 2020; X. Chen et al., 2021; Wei,
2022; Zhang & Zou, 2022b). They work in tandem to deliver a comprehensive educational experience. In
fact, beyond earlier specialised notions of MALL and CALL, TELL encompasses the entire spectrum, from
online learning, distance education, distributed education, virtual environment, learning management
systems, the internet and web 2.0, and massive open online courses (MOOC), to synchronous and asyn-
chronous teaching and learning in e-learning, and flipped, blended, or hybrid learning. Use of any digital
technology in formal or informal learning both inside and outside the classroom can thus fall under the
umbrella term of TELL (Marijuan & Sanz, 2017).
Application of technology has demonstrated a positive impact on language learning, whether focus-
ing on overall or specific technologies. For instance, Zhang and Zou (2022a) looked at 41 publications
from 2009 to 2020 and identified computers, mobile devices, printed materials, audio players, and
PowerPoint slides as the five main tools of multimedia technologies in supporting vocabulary, listening,
reading, and grammar. In another review, the authors (2022b) investigated 57 publications in 10 journals
until 2019 and identified mobile devices, multimedia, speech-to-text and text-to-speech, and digital
game-based learning as the top five technologies used in language teaching. On the other hand,
Shadiev and Yang (2020) found that the most used were digital games and online videos, amongst the
23 technologies in the top ten technology and language learning journals of 398 publications between
2014 and 2019. In terms of skills, (Elaish et al., 2019) focused on mobile-assisted English learning and
found that vocabulary was the most-used skill, and that motivation was the most identified problem in
their review of 69 publications from 2010 to 2015. The literature underscored not only the diverse profu-
sion of technology, but also their positive impact on language learning. In short, the ubiquitous and
authentic nature of technology promotes active, flexible, efficient, individualised, and motivating learn-
ing processes that cater to individual learners’ ability, preference, and learning styles (Palacious Hidalgo,
2020).

Bioecological approach to technology use in English language education

Drawing on Bronfenbrenner’s (1979) bioecological systems theory, a person’s development is impacted
by the dynamics between the contexts of five environmental systems (Bronfenbrenner & Morris, 2006).
At the centre is the microsystem, where interactions between the person and the immediate people
(i.e., teacher or parents) or objects (i.e., books or toys) take place. The connections between different
parts of the microsystem constitute the mesosystem (i.e. teacher and parent interaction). The exosystem
and macrosystem comprise broader indirect environmental impacts such as schools or governments for
the former, and nations or cultural values for the latter. Finally, the chronosystem refers to the impact of
timely events on the entire ecology, such as the recent COVID pandemic.
Modification to the bioecological system has been proposed with the increasing use of technology.
Johnson and Puplampu (2008) introduced the techno-subsystem within the microsystem, where learning
outcome is impacted by the types of technology and usage. Previous findings have shown the
 COGENT EDUCATION 3

importance of technology within the system, wherein compared to the microsystem of socioeconomic
status, the techno-subsystem of internet usage at home was found to exert more influence on cognitive
development (Johnson, 2010). Chiu (2020) further validated the impact of technology use in the eco-
logical model using structural equation modelling and highlighted the importance of outside-school
technology use in increasing the effect of inside-school use on learning outcome. More recently, Navarro
and Tudge (2023) introduced neo-ecological theory as a conceptual framework to understand the
impact of technology on learners in the digital age. The authors proposed that the individual can co-
exist within both the virtual (online) and physical (face-to-face) setting in the microsystem. Herein, the
traditional nature of the microsystem is no longer spatial but relational; the virtual microsystem provides
a phenomenological experience characterised by the individuals’ engaging and disengaging with the vir-
tual platform. Access to digital technology is further influenced by macrosystemic factors that highlight
class (Navarro & Tudge, 2023) and economic inequalities (Chiu, 2020) that adversely affect the virtual
and physical environments. In short, the use of technology needs to be configured around the students
while considering other variables.

Research questions
The rapid emergence and widespread adoption of new technologies have led to a significant increase in
related publications, necessitating frequent updates (Goksu et al., 2022; X. Chen et al., 2021) to provide
knowledge consolidation and inform scholars on future research directives (Marijuan & Sanz, 2017).
Nevertheless, with the overlapping nature of technology use, focusing on specific aspects such as CALL
or MALL may fail to present a thorough review of the field (Yilmaz et al., 2022). This is further aggra-
vated when applying bibliometric approaches to small publication sample sizes (n < 350) and/or specific
journals (X. Chen et al., 2021).
To address these limitations and provide a more holistic understanding, this study complements the
existing literature by taking different bibliometric approaches. First, the search terms have been gener-
ated by drawing on recent developments and previous reviews. Second, local citation count was
employed to identify the most important publications in the field (Batista-Canino et al., 2023). Thirdly,
bibliographic coupling was applied to better capture emerging fields and research fronts (Boyack &
Klavans, 2010), with a five-year timeframe was selected to ensure timeliness of the analysis (Clermont


et al., 2021; Zupic & Cater, 2015) given the nature of rapid technology advancement. Finally, the current
bibliometric analysis adopts the bioecological model to better examine and illustrate the dynamics of
technology use in English language learning (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 2006;
Chiu, 2020; Navarro & Tudge, 2023). These approaches set the stage for the following research ques-
tions (RQ):

1. What is the current state of research in technology-enhanced English language learning in terms of
performance analysis?
2. What are the most important publications based on the latest research in technology-enhanced
English language learning?
3. What is the conceptual structure (research fronts) in technology-enhanced English language
learning?
4. How can the field of technology-enhanced English language learning be contextualised in the bio-
ecological theory?

Addressing RQ1 illustrates the overall scientific development of TELL in English language education.
The core publications identified in RQ2 serve as a reference guide for scholars initiating research in the
field. For RQ3, knowledge of the current and emerging research trends can further guide research topics
and identify research gaps. Finally, framing the bibliometric findings within the bioecological model pro-
vides a holistic view of TELL in English language education.
4 T. HASUMI AND M.-S. CHIU

Methods
Bibliometric analysis
Bibliometrics applies objective mathematical analysis on publications (Pritchard, 1969) and benefits from
processing mass amounts of data (McBurney & Novak, 2002) and generating more accurate insights over
conventional literature reviews (Cobo et al., 2011). Bibliometrics involves two types of analysis (Zupic &


Cater, 2015). Performance analysis reveals the impact and production of authors, publications, journals,
organisation, or countries. Scientific mapping visualises their relationships to construct the intellectual,
conceptual, or social network structures of the field, and can be conducted using co-citation analysis,
which clusters publication references based on them being cited together (Small, 1973), and biblio-
graphic coupling, which clusters the publications by their citing the same references (Kessler, 1963).
Both approaches assume connected publications share similar themes; whereas co-citation analysis is
backward-looking and reveals knowledge base in the intellectual structure, bibliographic coupling is for-
ward-looking and unveils the research fronts in the conceptual structure (Boyack & Klavans, 2010).
Another approach to revealing the conceptual structure of the field is co-word analysis, which clusters
the keywords that are linked according to the degree to which they co-occur in publications (Callon
et al., 1991). Various tools have been used for bibliometric analysis, including VOSviewer (van Eck &
Waltman, 2010) and R Bibliometrix (Aria & Cuccurullo, 2017).
Growing interest in bibliometrics has seen its application in language education. Scholars have
reviewed second language acquisition (Zhang, 2019) and English as a medium of instruction (EMI; Wu &
Tsai, 2022). Specific aspects such as listening and reading skills (Aryadoust, 2020), motivation in language
learning (Wu, 2022), pre-school learners (Yilmaz et al., 2022, language learning in Southeast Asia (Ngoc &
Barrot, 2023), and e-book usage in EFL (M. -R. A. Chen et al., 2021) have also been investigated.
The field of CALL has especially garnered ample attention. On a smaller scale, Goksu et al. (2022)
examined 310 studies published between 2014 and 2019 to identify the most productive countries,
organisations, and authors in the CALL journal. Thematically, they found English was the most common
researched language, and that language skills were the most investigated dependent variable in investi-
gating the impact of technology. This was supported by co-word analysis, which revealed CALL, MALL,
EFL, blended learning, reading, writing, vocabulary, telecollaboration, and motivation as the most com-
mon keywords. Scholars have also utilised large datasets in their reviews. For instance, Lim and
Aryadoust (2021) investigated the field of CALL from 1977 to 2020 by analysing 3,697 publications in 11
journals using co-citation analysis to identify the most impactful studies. The authors identified seven
basic themes including computer-mediated communication and interaction, multimedia, telecollabora-
tion or email exchanges, blogs, digital games, wikis, and podcasts.
In a comprehensive review combining bibliometrics with structural topic modelling on 1,295 publica-
tions from 1995 to 2019, X. Chen et al. (2021) found growing diversification and pedagogical application
of technologies. Primarily, their analysis identified the increasing use of certain technologies (i.e. mobile,
wikis, digital games, VR, etc.) and declining popularity of others such as digital books and multimedia
content. Moreover, their results indicate diverse use of technologies in different contexts, such as mixed
use of mobile technologies and glossaries for vocabulary learning and digital multimodal composing in
project-based learning. In addition to revealing the lack of research on recent technological develop-
ments in artificial intelligence and learning analytics, the authors emphasised keeping abreast of latest
technological trends and examining how they can be integrated into the language classrooms to foster
better learning outcomes.

Five-step workflow of bibliometric analysis

The current bibliometric analysis follows Zupic and Cater (2015) five-step workflow, illustrated in Figure
1. First, according to the research questions, bibliographic coupling was chosen to identify the latest
research trends and local citation was examined to identify the core publications in the field.
In Step two, search and retrieval of publications were conducted in accordance with PRISMA guide-
lines as employed in EFL technology review (Klımova & Seraj, 2023) and bibliometric analysis (Behl et al.,
2022), with the search not limited by time scope and finished on May 28, 2023. The PRISMA flow
 COGENT EDUCATION 5

Figure 1. Five-step Workflow adapted from Zupic and Cater (2015).

Figure 2. PRISMA flow diagram.

diagram is depicted in Figure 2. Identification of publications was conducted using the search terms in
Table 1, which returned 3,969 results on Web of Science Core Collections. The dataset was then filtered
to include only English language articles and reviews (including early access) published between 2018
and 2022. The full five-year timeframe was chosen in order to best identify emerging fields and smaller


subjects using bibliographic coupling (Clermont et al., 2021; Zupic & Cater, 2015). This resulted in 2,056
documents exported and downloaded for screening.
Step three includes data cleaning, performance analysis, and scientific mapping. Data cleaning
involved filling in missing publication years through DOI search. For performance analysis, scientific
6 T. HASUMI AND M.-S. CHIU

Table 1. Search query.

English language education terms TS¼(“english as an international language” OR “EIL” OR “english as medium of instruction” OR “EMI”
OR “english language teach” OR “ELT” OR “english as a second language” OR “ESL” OR “english as
a foreign language” OR “EFL” OR “teaching English as a foreign language” OR “TEFL” OR “teachers
of english to speaker of other language” OR “TESOL” OR “learn English” OR “teach English” OR
“English educat” OR “English learn” OR “English teach” OR “English instruct")
Technology-related terms AND TS¼("flipped learn” OR “flipped class” OR “blended learn” OR “blended class” OR “hybrid
learn” OR “hybrid class” OR “synchronous class” OR “asynchronous class” OR “synchronous
teach” OR “synchronous learn” OR “asynchronous teach” OR “asynchronous learn” OR
“technology-enhanced” OR “technology-mediated” OR “digital learn” OR “digital technolog” OR
“digital education” OR “e-learning” OR “electronic learn” OR “elearning” OR “information and
communication technolog” OR “ICT” OR “distance learn” OR “distance educat” OR “distributed
learn” OR “remote learn” OR “remote teach” OR “web 2.0” OR “web-enhanced learn” OR “web-
enhanced instruct” OR “web-based instruct” OR “web-based train” OR “web teach” OR “web
learn” OR “internet learn” OR “internet teach” OR “online learn” OR “online educat” OR
“online teach” OR “online pedagog” OR “online instruct” OR “massive open online course” OR
“MOOC” OR “virtual class” OR “virtual learn” OR “virtual instruct” OR “virtual teach” OR “virtual
learning environment” OR “learning management system” OR “LMS” OR “course management
system” OR “CMS” OR “computer-based learn” OR “computer-based instruct” OR “computer-
supported learn” OR “computer-mediated learn” OR “computer-assisted language learn” OR
“CALL” OR “mobile learn” or “m-learning” or “mLearning” or “mobile assisted language learn” OR
“MALL” OR “mobile comput” OR “computer mediated communicat” OR “CMC” OR “digital game-
based”)

development and core publications were revealed using the R-Bibliometric/Biblioshiny package (Aria &
Cuccurullo, 2017). Core publications were identified using local citation rather than global citation
(Batista-Canino et al., 2023). This is because publications with high global but low local citations would
mean that they are not pertinent to the field under investigation, while high local citation counts,
regardless of global citation counts, reveal field-specific publications. As such, local citation count was
used to identify the core publications.
Scientific mapping was generated through the VOSviewer software (van Eck & Waltman, 2010).
VOSviewer provides distance-based visualisation involving three steps: normalisation, mapping, and clus-
tering (van Eck & Waltman, 2014). VOSviewer first applies association strength normalisation to account
for the disparity between highly cited publications than less cited ones in the dataset. Then mapping is
created by positioning of the nodes, or publications, in two-dimensional space. Close distances signify
high relatedness, and vice versa. Finally, VOSviewer uses a smart local moving algorithm to cluster
closely related nodes, with nodes assigned to distinct coloured clusters.
For the visualisation in step four, minimum citations of 10, 20, and 30 were used in VOSviewer to
generate mappings to further identify publications not related to both English language education and
technology. Through reading the abstracts, or if necessary, the entire publication, this further removed
97 publications, with a final dataset comprising 1,816 publications used for visualisation. The minimum
citation of 20 was set, as it best generated clusters with similar research themes. The default VOSviewer
cluster colours were used, with red being the largest cluster, followed by green, blue, yellow, purple,
teal, orange, and brown. Interpretations during the final step involved close reading of the publications
in the clusters to identify their themes.

Results and discussion

A descriptive summary of the publication dataset including the main information about the data,
authors and author collaborations, and document contents and types, is provided in Table 2. The final
dataset comprised 1,816 articles and reviews published between 2018 and 2022, which included early
access publications available in 2022. Figure 3, which depicts the annual scientific production, shows
continual growth with an annual growth rate of 31.66%.

Core publications
In Table 3, the top ten core publications, listed based on the local citation counts, are the most highly
cited studies within the 1,816 publications. Wherein there is a tie between two publications, normalised
 COGENT EDUCATION 7

Table 2. Publications dataset summary.

Description Results
MAIN INFORMATION ABOUT DATA
Timespan 2018:2022
Sources (Journals, Books, etc) 405
Documents 1,816
Annual Growth Rate % 31.66
Document Average Age 2.4
Average citations per doc 5.167
References 58,308
AUTHORS
Authors 3,368
Authors of single-authored docs 463
AUTHORS COLLABORATION
Single-authored docs 538
Co-Authors per Doc 2.33
International co-authorships % 16.74
DOCUMENT CONTENTS
Keywords Plus (assigned by WoS) 1,317
Author’s Keywords 4,147
DOCUMENT TYPES
Articles 1,745
Reviews 71

Figure 3. Annual scientific production.

local citation is used, followed by the global citation. The core publications show that recent research in
the field of TELL in English language education has demonstrated strong focus on flipped classroom
models and technology-enhanced learning. For instance, Turan and Akdag-Cimen (2020)’s systematic
review of 43 articles found that the flipped classroom method in ELT gained significant popularity after
2014, with a rapid increase in studies focusing on this approach. This method, often incorporating mixed
and quantitative research methodologies, has been particularly effective in improving speaking and writ-
ing abilities in EFL contexts. Similarly, Lin and Hwang (2018) meta-analysis of 63 experimental articles
confirmed that flipped classrooms can enhance students’ academic performance in EFL settings. Overall,
students demonstrated higher scores and increased engagement (Lee & Wallace, 2018), supporting the
effectiveness of this model in EFL learning. Beyond flipped classrooms, Lin and Lin (2019) highlighted
the positive impact of MALL on vocabulary retention, with messaging services showing more efficacy
than mobile applications. Nevertheless, successful vocabulary acquisition requires a diverse range of
high-quality digital learning experiences is more beneficial than merely the quantity of such activities
(Lee, 2019). Teachers must also overcome the challenges and necessary adaptations in shifting towards
more technologically integrated teaching methods in various EFL contexts (Gao & Zhang, 2020; Lee &
Wallace, 2018; Lin & Hwang, 2018; Lin & Lin, 2019; Turan & Akdag-Cimen, 2020).
8 T. HASUMI AND M.-S. CHIU

Table 3. Core publications.

Local Global Normalised
Rank Author Title Year citations citations local citations
1 Z. Turan & B. Flipped classroom in English language teaching: 2020 41 97 21.25
Akdag-Cimen A systematic review
2 G. Lee & A. Flipped Learning in the English as a Foreign 2018 37 80 18.60
Wallace Language Classroom: Outcomes and
Perceptions
3 C. -J. Lin & G. -J. A learning analytics approach to investigating 2018 33 66 16.59
Hwang factors affecting EFL students’ oral
performance in a flipped classroom.
4 A. E. P. Atmojo & EFL classes must go online! Teaching activities 2020 26 61 13.48
A. Nugroho and challenges during COVID-19 pandemic in
Indonesia
5 J. -J. Lin & H. Lin Mobile-assisted ESL/EFL vocabulary learning: a 2019 26 69 12.34
systematic review and meta-analysis
6 M. Amiryousefi The incorporation of flipped learning into 2019 24 37 11.39
conventional classes to enhance EFL learners’
L2 speaking, L2 listening, and engagement
7 D. Zou & H. Xie Flipping an English writing class with 2019 20 46 9.49
technology-enhanced just-in-time teaching
and peer instruction
8 B. Mei, G. T. L. Toward an understanding of preservice English 2018 17 67 8.54
Brown & T. Teo as a foreign language teachers’ acceptance of
computer-assisted language learning 2.0 in
the People’s Republic of China.
9 H. Haghighi, M. Impact of flipped classroom on EFL learners’ 2019 15 35 7.12
Jafarigohar, H. appropriate use of refusal: Achievement,
Khoshsima, & F. participation, perception
Vahdany
10 J. S. Lee Informal digital learning of English and second 2019 15 26 7.12
language vocabulary outcomes: Can quantity
conquer quality?

Scientific mapping
The conceptual structure of technology in English language education using bibliographic coupling of
the 1,816 publications with more than 20 citations generated eight clusters comprising 100 publications,
as depicted in Figure 4. Each cluster represents a group of nodes (publications) with highly connected
themes. The size of the node is indicative of the publication’s total link strength, or its degree of con-
nectivity and influence within the network. Positionally, clusters or nodes closer to the centre represent
core and well-established themes, while those further from the centre are niche or emerging themes.
The following findings for each cluster theme are arranged according to their cluster sizes (number of
nodes).

Red cluster (1): COVID-19

As the largest cluster, the publications revealed how the pandemic forced English teachers to implement
emergency distance education (Huang et al., 2021; Karataş & Tuncer, 2020; Sepulveda-Escobar &
Morrison, 2020) without sufficient training or experience (Atmojo & Nugroho, 2020; Marshall et al., 2020).
The virtual nature further aggravated their teaching, making it difficult to enforce student compliance
(Oraif & Elyas, 2021), monitor student performance (Gao & Zhang, 2020), and hold students accountable
or motivated (Marshall et al., 2020). Students, on the other hand, experienced high boredom and dis-
tracted themselves due to the non-interactive nature, high cognitive demand, and superficiality of online
classes (Pawlak et al., 2021).
Nevertheless, the experience allowed English teachers to learn different technology platforms, design
strategies, and ways to interact with students (Moorhouse et al., 2021; Sepulveda-Escobar & Morrison,
2020). It identified and highlighted the importance technology competencies (e.g., flexibility in adopting
different tools and familiarity with tools and features), online environment management competencies
(e.g., designing lessons that maintain student-teacher interaction that accounts for environment limita-
tion) and online teacher interactional competencies (e.g., using multiple modes of communication and
questioning techniques) in online education (Atmojo & Nugroho, 2020; Moorhouse et al., 2021;). It also
drew attention to the digital divide (Atmojo & Nugroho, 2020) and educational inequalities (Gao &
 COGENT EDUCATION 9

Figure 4. Scientific mapping of TELL research themes.

Zhang, 2020; Karataş & Tuncer, 2020). In short, successful online course implementation depended on
the teachers’ role and support (Karataş & Tuncer, 2020), clear understandings of students’ learning needs
(Gao & Zhang, 2020), and their reflecting on teaching practices (Mumford & Dikilitaş, 2020).
Additionally, utilizing Davis’s (1989) technology acceptance model (TAM) in the pandemic context,
the cluster provided further support for the antecedents of perceived ease of use (PEOU; e.g., whether
technology requires little effort) and perceived usefulness (PU; e.g., whether technology facilitated teach-
ing or learning) to behavioural intentions (BI) of students (Abrahim et al., 2019; Fathali & Okada, 2018; Li
et al., 2019) and teachers (Bai et al., 2019; Huang et al., 2021; Rafiee & Abbasian-Naghneh, 2019) to
adopt technology. Student and teacher PEOUs were also positively impacted by computer self-efficacy
(Bai et al., 2019; Li et al., 2019; Rafiee & Abbasian-Naghneh, 2019), and negatively affected by anxiety
(Bai et al., 2019; Li et al., 2019). For teachers, facilitating conditions (FC) of administrative and technology
support and access (Huang et al., 2021) and technology interest and help-seeking attitude in learning
ICT (Bai et al., 2019) contributed to technology use, while fulfillment of the basic psychological needs of
competence, autonomy, and relatedness contributed to students’ PU and PEOU (Fathali & Okada, 2018).
Lastly, students’ acceptance of technology was also investigated through push-pull-mooring-habit frame-
work (Chen & Keng, 2019), theory of planned behaviour (Nie et al., 2020), and course satisfaction (Bailey
et al., 2021), all of which exerted positive impact on acceptance.

Green cluster (2): MALL

One of the key findings in the green cluster was overwhelming research interest and the popularity and
positive impact of MALL for vocabulary acquisition (T. Chen et al., 2021; Z. Chen et al., 2020; Elaish et al.,
2019; Lin & Lin, 2019; Polakova & Klımova, 2019; Zhang & Perez-Paredes, 2019). Meta-analyses have also
found positive and medium-to-large effect sizes for speaking, listening, writing, and vocabulary learning
(Lin & Lin, 2019; Z. Chen et al., 2020).
Researcher-designed tools based on various theoretical frameworks were also proposed. For instance,
Hao et al. (2019) vocabulary learning app incorporated the cognitive apprenticeship model and featured
listening, speaking, reading, and writing lessons to enhance the confidence and attitude toward English
learning of struggling students. Personalised recommendations based on technique feature analysis util-
ity and task diversity also maximised vocabulary learning outcome (Zou & Haoran, 2018). Introduction of
game-related functions based on principles of persuasive technology improved performance even for
students with low motivation (Elaish et al., 2019), while gamified assessment with ranking and competi-
tion mechanisms improved vocabulary acquisition, retention, and engagement compared to those with-
out (C. -M. Chen et al., 2019).
10 T. HASUMI AND M.-S. CHIU

Another major finding was the shift towards situated and collaborative learning (Z. Chen et al., 2020;
Chung et al., 2019; Kacetl & Klımova, 2019; Klımova, 2017; Shadiev et al., 2019; Su & Zou, 2020), both of
which demonstrated high effect sizes (Z. Chen et al., 2020). On the one hand, collaborative learning
through social media and web 2.0 tools such as instant messaging services promoted student engage-
ment, particularly benefitting low achievers and shy students, who can choose when and how to partici-
pate (Klımova, 2017; Su & Zou, 2020). Reduced anxiety led to increased motivation, greater
collaboration, and effective learning. Even students unfamiliar with each other benefitted from explicit
socialising activities using Wechat, which facilitated their level of social presence and acquisition of com-
plex cognitive skills in essay writing (Jiang & Zhang, 2020).
On the other hand, situated learning allows students to apply their language knowledge in authentic
real-world environments. For instance, in addition to enhancing student learning, use of augmented real-
ity enhanced self-efficacy, learning value, and proactive learning (M. -P. Chen et al., 2019) and students’
socio-affective relationships (Redondo et al., 2020). However, for novice or inexperienced learners, situ-
ated learning could be too complex, resulting in high cognitive load (Chung et al., 2019; Shadiev et al.,
2019). In this regard, offering teachers’ guidance and assistance (Chung et al., 2019; Su & Zou, 2020),
reducing extraneous information during learning (M. -P. Chen et al., 2019, 2020), providing multimodal
learning activities (Zhonggen et al., 2018), and implementing collaborative learning (Jiang & Zhang,
2020; Su & Zou, 2020) can reduce cognitive load and lead to better learning outcomes.

Blue cluster (3): FL

Publications in the blue cluster provided support for positive impact of flipped learning (FL) on learning
outcome in the four skills (Lee & Wallace, 2018), including writing (Fathi & Rahimi, 2020; Lin et al., 2018;
Su Ping et al., 2019; Turan & Akdag-Cimen, 2020; Wu et al., 2019; Zou & Xie, 2018), speaking (Abdullah
et al., 2019; Amiryousefi, 2017; Chen & Hwang, 2019; Haghighi et al., 2019; Lin & Hwang, 2018), listening
(Amiryousefi, 2017; Chen & Hwang, 2019; Turan & Akdag-Cimen, 2020), and grammar (Liu et al., 2018).
Students experienced higher self-efficacy by having more time for pre-class preparation and more in-
class interaction and feedback (Namaziandost & Çakmak, 2020; Su Ping et al., 2019). Affectively, FL
classes were not only more enjoyable and engaging (Haghighi et al., 2019; Lee & Wallace, 2018; Su Ping
et al., 2019) but also circumvented students’ demotivation factors by maintaining positive self-interest,
classroom atmosphere, learning content, and language output (Wu et al., 2019). In short, FL provided
both affective and cognitive advantages when compared with conventional teaching methods (Fathi &
Rahimi, 2020; Haghighi et al., 2019; Lee & Wallace, 2018; Lin et al., 2018; Lin & Hwang, 2018;
Namaziandost & Çakmak, 2020) and has become a new trend in English courses (Hockly & Dudeney,
2018).
In terms of in- and out-of-class activities, the FL model can also be enhanced with other technologies
and pedagogical designs. Primarily, students perceived mobile devices as useful and easy to use given
their high familiarity (Andujar et al., 2020; Lin & Hwang, 2018; Liu et al., 2018). Used as student response
systems (SRS) to input their responses in class, mobile learning platforms such as Peardeck enhanced
student motivation and engagement (Liu et al., 2018) while game-based SRS such as Kahoot! further
benefited their learning skills and confidence (Zou, 2020). Pedagogically, in-class activities supported
with concept maps, or mind maps of key ideas and their relationships, were more advantageous than
conventional worksheets in improving students’ proficiency level, critical thinking awareness, and reduc-
ing speaking anxiety (Chen & Hwang, 2019).
Multiple technologies also supported out-of-class activities. Rather than receiving lectures and playing
games during class, watching instructional videos and playing the game before class better reduced
writing errors, promoted positive student reflections in perceived usefulness, motivation, and satisfaction
towards the game, and performance (Lin et al., 2018). Out-of-class activities integrating collaborative
writing and note-taking through cloud-based tools such as Google Docs and Padlet also provided scaf-
folded learning and sharing opportunities amongst peers, thereby promoting in-class peer instruction
and just-in-time teaching (Zou & Xie, 2018). On the other hand, student cooperation improved students’
out-of-class engagement with materials and activities preparation in listening and speaking classes
(Amiryousefi, 2017). Using Facebook as an out-of-class FL platform for watching instructional video
 COGENT EDUCATION 11

learning content and sharing what was learned similarly enhanced students’ oral performance (Lin &
Hwang, 2018).
Despite positive findings, the studies also raised some FL issues. Turan and Akdag-Cimen’s (2019)
review of 43 FL studies revealed that at most, FL benefitted student engagement, warranting future
meta-analysis to better ascertain its impact on learning outcome. However, successful in-class engage-
ment requires students’ pre-class learning (Zou, 2020), and the extra workload may result in lower satis-
faction and engagement (Amiryousefi, 2017; Turan & Akdag-Cimen, 2020; Zou, 2020). Inability to
complete tasks independently also resulted in anxiety (Lin et al., 2018) while out-of-class preparation
was perceived as boring and time-consuming (Su Ping et al., 2019).

Yellow cluster (4): skills

The yellow cluster reveals how technology benefits students’ particular language skills. In terms of writ-
ing, providing students with overall performance comments on organisation, grammar, and vocabulary
in addition to corrective feedback (CF) targeting grammar errors reduced students’ subsequent error
rates than those without CF (Sarre et al., 2019). Amongst six CF types, unfocused (all errors identified)
and indirect (no correction provided but includes metalinguistic comment provided to identify the
nature of errors) CF accompanied by extra computer-mediated grammar drills showed the highest
decrease in error rate. Teacher’s asynchronous electronic feedback could be further complemented by
synchronous text-based feedback chat sessions, providing opportunities to reinforce prior feedback and
address students’ needs and higher-order concerns rather than language structures (Ene & Upton, 2018).
Students themselves could also employ machine translations such as Google Translate, which particularly
improved vocabulary accuracy and sentence structures of lower-lower students (Lee, 2019).
Another sub theme of this cluster is English listening and speaking skills through different aspects of
technology-enhanced education. In terms of activity design, a nine-stage focus-on-form (FonF) model
was found to enhance student listening proficiency and benefited students’ speaking confidence and
anxiety (Bahari, 2019). The model allowed learners to choose their own learning materials, thereby rein-
forcing their self-confidence, self-efficacy, and self-determination. Within the FonF model, three stages
focused on form (e.g., mimicking body movements and facial expressions), meaning (e.g., repeating and
rehearsing), and communication (e.g., producing language output), which minimised cognitive load by
task repetition in the early stages and facilitating form and meaning connection prior to communicative
output. In terms of course design, Wang et al. (2019) provided a blended learning model that supports
face-to-face interactive learning via flipped classroom, online learning community through small private
online courses (SPOC), individual learning via mobile devices, and out-of-class language use via project-
based learning. The results showed that students not only perceived it as effective and motivated them
to learn and use English, but that the use of SPOC provided a natural context to develop learner auton-
omy and improved participation and satisfaction with the course. Finally, in terms of tool use, students
found the use of intelligent personal assistants, Alexa, both enjoyable and useful, though positive learn-
ing outcomes were found only for listening and not speaking (Dizon, 2020). On the other hand, Yilmaz
et al.’s (2022) bibliometric review identified the most preferred technologies by teachers to include edu-
cational robots, digital games, mobile technologies, music/voice, and CD-ROMs. Design of educational
robots, however, requires comprehensive design and evaluative framework and cross-disciplinary expert-
ise (Cheng et al., 2020). For positive interaction with learners, educational robots must feature human-
like linguistic feedback (verbal and non-verbal), provide adaptable content for different learners, engage
learners’ body movements, and utilise an authoring interface that is user friendly and easy to learn. In
sum, future research should focus more on pedagogical aspects and whether technology use contrib-
uted to EFL education (Yilmaz et al., 2022).

Purple cluster (5): IDLE

The purple cluster focused on informal digital learning of English (IDLE), which appeared most promin-
ently (Lee, 2019b, 2019c; Lee & Drajati, 2019; Lee & Lee, 2020). Related terms also included extramural
digital content (Lee, 2019a) and online informal learning of English (Lamb & Arisandy, 2019). Referring to
students’ autonomous English learning outside the classroom using unstructured online digital environ-
ments without formal teacher instructions or courses, IDLE exerted positive impacts on both emotions
12 T. HASUMI AND M.-S. CHIU

(Lamb & Arisandy, 2019; Lee, 2019c; Lee & Lee, 2020;) and learning outcomes (Lee, 2019b, 2019c).
Students who practised IDLE activities (e.g., watching English YouTube videos or interacting with English
speakers on social media) more frequently experienced greater enjoyment (Lee, 2019c; Lee & Lee, 2020)
and confidence (Lamb & Arisandy, 2019; Lee, 2019c) in English. English confidence and enjoyment were
also significantly correlated with the quantity of IDLE activities (Lee, 2019c). While IDLE quantity did not
impact learning outcome (Lee, 2019b), the diversity of IDLE activities was found to both positively
impact confidence in addition to speaking (Lee, 2019c) and vocabulary acquisition (Lee, 2019b, 2019c).
For instance, utilising English digital resources to learn or memorise English words, watching entertain-
ment programs, and communicating via social media altogether contributed to productive language
outcomes. Compared to entertainment or self-instructive purposes however, socially-oriented IDLE activ-
ities were the least reported activity (Lamb & Arisandy, 2019).
In this regard, students’ social engagement in IDLE contexts was found to be a consequence of socio-
political (e.g., K-12 instructions), contextual (e.g., familiarity with others and communities), and individual
variables (e.g., English self-confidence and anxiety), which either hindered or promoted their willingness
to communicate (WTC; Lee, 2019a). In particular, socio-political factors such as K-12 teacher-centred
instructions and test-oriented curriculum have resulted in students being accustomed to avoiding or
minimising English communication both inside and outside the classroom. Conversely, having close for-
eign friends or strong familiarity with the virtual community facilitated their WTC in the IDLE context
(Lee, 2019a; Lee & Drajati, 2019). In fact, productive-oriented IDLE activity was found to be a significant
predictor of WTC both inside and outside English classes. Thus, given the positive learning impact of
communicative IDLE activities, EFL teachers’ instruction should leverage classroom activities to enable
students to experience closer fit with their leisure-time discourse and motivate their IDLE engagement
(Henry et al., 2018).

Teal cluster (6): DGBL

The teal cluster provided support for the positive impact of digital game-based learning (DGBL) in
English classes. For instance, Xu et al. (2020) scoping review of 59 publications on DGBL technologies in
English learning found nearly 80% (n ¼ 47) reported positive impact on language acquisition, with
games providing a scaffolding experience for students. Learning was promoted through repeated expos-
ure to gaming environment contents (Chen & Hsu, 2020) or repeated practice given the desire for
rewards (Yang et al., 2018a). While this benefited students with lower proficiency and decreased their
anxiety, if they could not understand in-game English instructions or tasks due to language difficulties,
they experienced higher anxiety and subsequently lower performance improvement compared to stu-
dents with higher English proficiency (Yang & Quadir, 2018a). To promote optimum learning outcomes,
games should provide balanced skill and challenge with clear goal and playability to keep students
motivated through flow experience (Li et al., 2021) while accounting for user performance (Yang et al.,
2020), gender (Yang & Quadir, 2018b), and prior gaming experiences (Yang & Quadir, 2018a).

Orange cluster (7): Multimodality

The orange cluster is entitled “Multimodality”, referring to the channels of language transaction, notably
in terms of receptive and productive languages and the four skills of reading and listening (receptive)
and speaking and writing (productive). Primarily, Grapin (2018) draws attention to the contrast between
weak multimodalities limited to linguistic modalities in language development against the strong multi-
modalities in other content disciplines (e.g., mathematics, sciences, etc). In turn, the author argues for
the shift toward strong multimodalities, which leverages the unique affordance and overcomes the limi-
tations of different modalities (e.g., image and text), creating greater meaning-making for language
learners. In this regard, digital multimodal composing (DMC) leveraging advances in technology has
emerged to engage students with different multimedia modalities to nurture their English proficiencies
across the four skills and meaning-making (Jiang & Ren, 2020; Yeh, 2018). On the one hand, students
positively perceived DMC to benefit not only their vocabulary, speaking, and translation and writing, but
also allowed them to learn about their own culture and gain multimedia skills (Yeh, 2018). Accessing
online video resources further provided other non-linguistic modalities such as body language and ges-
tures to help students better act out their script and communicate their ideas. Nevertheless, contrasting
 COGENT EDUCATION 13

ideologies between the student and teachers may arise in DMC pedagogy over the nature of language,
the teachers’ role, and evidence of learning (Jiang & Ren, 2020). Specifically, teachers’ insistence on
adhering to linguistic systems and curricular-based evaluations hindered students’ investment in lan-
guage learning during DMC. Thus, English language teachers must move beyond conventional weak
multimodalities toward stronger multimodalities to promote language development (Grapin, 2018).

Brown cluster (8): culture

The brown cluster is entitled “Culture” and features three studies that highlight the unique facilitating
conditions of the Chinese cultural, national, and organisational contexts to technology adoption.
Primarily, technology use was promoted by the collectivist Confucian-heritage, which strengthened the
influences of compulsory mandates and group interests (Teo et al., 2018). As such, school policy and
organisational culture significantly impacted their behavioural intention to use technology (Huang &
Teo, 2020). Rather than expressing concerns, complaints, or resentment, Chinese teachers further took
the initiative to use technology and were able to transform their perception from technology as time-
consuming to one of time-saving pedagogy (Huang et al., 2019).

Conclusion
This study investigated and identified the current state-of-the-art research in English TELL through
bibliometric approaches. Performance analysis (RQ1) reveals continuing exponential growth of technol-
ogy use in English learning. The core publications (RQ2) centred on FL and provides a reference for key
publications in this field for scholars. Scientific mapping of the conceptual structure using bibliographic
coupling revealed eight research fronts (RQ3). MALL has become the prominent technology in TELL,
with FL and DGBL as dominant pedagogical approaches. In terms of English skills, TELL mainly sup-
ported teaching of writing skills. This study further revealed technology multimodality and informal
learning of English as emerging themes for future research. The COVID pandemic further underscored
the importance of supporting teachers in technology use. In the following, these findings are framed
within the bioecological model, illustrated in Figure 5, to provide a comprehensive overview and recom-
mendations for the field of TELL in English language education to answer RQ4.

Student as core of bioecological model

As the focal point of the bioecological model (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 2006),
students’ English outcome in vocabulary (Lin & Lin, 2019), writing (Ene & Upton, 2018), and listening and
speaking (Bahari, 2019; Wang et al., 2019;) are impacted by each of the systems within. Successful imple-
ment of TELL must further consider students’ trait-specific factors such as gender (Yang & Quadir,
2018b), English proficiency (Yang & Quadir, 2018a), motivation (Haghighi et al. 2019; Lee & Wallace,
2018; Wu et al., 2019), and self-regulation (Zou, 2020). While students are digital natives familiar with
and receptive to technology (Andujar et al., 2020; Lin & Hwang, 2018; Liu et al., 2018), acceptance in the
learning context is still impacted by students’ ICT/computer self-efficacy (Zou, 2020), attitude (Lin &
Hwang, 2018; Liu et al., 2018), and PE/PEOU toward the system (Abrahim et al., 2019; Fathali & Okada,
2018; Li et al., 2019). Educators must therefore not assume TELL will always be easily adopted by stu-
dents; guidance and training remain crucial to overcoming students’ inexperience with innovative peda-
gogical approaches to promote positive TELL outcomes.

Microsystem, techno subsystem, and mesosystem: Technology-enhanced language learning

Students’ learning experiences are directly impacted by the microsystem and mesosystem, both of which
are enhanced by the techno-subsystem. The current study shows that TELL research has primarily
focused on MALL (red cluster) as the dominant technology in the techno-subsystem. FL (blue cluster)
and DGBL (teal cluster) have been two prominent pedagogical approaches leveraging technology capa-
bilities that enhance student-student, student-teacher, and student-content interactions across environ-
mental contexts in the microsystem.
14 T. HASUMI AND M.-S. CHIU

Figure 5. Bioecological model for TELL.

From the perspectives of the bioecological model, TELL research has blurred the inter- and intra-sys-
tem boundaries, or the virtual and physical spaces. In terms of the techno-subsystem, FL leverages mul-
tiple web 2.0 technologies such as instant messaging services (Jiang & Zhang, 2020), social networking
sites (Klımova, 2017; Su & Zou, 2020), and DGBL such as game-based student response systems
(Amiryousefi, 2017; Liu et al. 2018; Zou, 2020) to improve teacher feedback and peer interaction. Out-of-
class student-content interaction can support collaboration learning (Lin & Hwang, 2018; Zou & Xie,
2018), while in-class use of AR through mobile devices promotes students’ socio-affective relationships
(Redondo et al., 2020). Multimodality (orange cluster), involving use of digital multimedia composing
through multiple technological tools and resources facilitates cultivation of the four skills and meaning-
making (Grapin, 2018) has become a new area of TELL research. Beyond the confines of formal educa-
tion and instructions, the emergence of IDLE (purple cluster) further reveals the importance of students’
autonomous learning of English. TELL research shifts the emphasis on technologies (techno-subsystem)
and unidirectional relationships (microsystem) toward multidirectional interactions between students,
peers, teachers, and contents across both formal and informal and virtual and physical learning contexts.
Thus, future research should examine the teachers’ role and competency in integrating content delivery
and technology use in TELL to enhance students’ collaborative and autonomous learning.

Chronosystem, macrosystem, and exosystem: Trickle-down repercussion of the COVID-19 pandemic

Situated in the outermost system, the COVID pandemic (red cluster) shows how events in the chronosys-
tem can exert far-reaching repercussions through all systems, especially for teachers and students. In terms
of the impact on the macrosystem, the current study reveals that teachers in a collectivist culture may bet-
ter alleviate technological challenges. In the exosystem, governments must first confront issues of digital
divide (Atmojo & Nugroho, 2020) and educational inequalities (Gao & Zhang, 2020; Karataş & Tuncer, 2020)
for students. Promoting curriculum policy grounded on constructivist beliefs can also better incentivize
teachers’ technology use (Teo et al., 2018). More directly connected to teachers and students in the exosys-
tem is the institution, which plays a key role in providing the facilitating conditions to alleviate teachers’
unwillingness to use technologies. Stemming from technical difficulties and access (Alfalah, 2018; Go €nen,
2019) and lack of technology knowledge due to time constraints and anxiety (Taghizadeh & Hasani
Yourdshahi, 2020), administrative policy and technical support must be provided to assist teachers (Huang
et al., 2021; Huang & Teo, 2020; Mei et al., 2018). Providing hands-on training and practicums can help
teachers realise that the time and effort required to learn technology could actually save them more time
in the long run. Incorporating design-thinking in their training could further benefit teachers’ technology,
pedagogy, and content knowledge (TPACK), motivating them to explore different solutions and enhance
their creativity in using technology (Mei et al., 2018; Tseng et al., 2019). Institutions must therefore ensure
 COGENT EDUCATION 15

the connection between school culture, professional development, and teacher knowledge to result in a
self-perpetuating cycle of technology integration (Cheung, 2023).

Takeaways and limitations

This study has comprehensively explored the current landscape of English TELL through bibliometric
analysis, highlighting the exponential growth and evolving dynamics within this field. The findings
revealed the blurring of the physical and virtual pedagogical approaches wherein technology comprises
all aspects such mobile-assisted language learning (green cluster), flipped learning (blue cluster), and
digital game-based learning (teal cluster). These approaches have significantly shaped the way English
language skills (yellow cluster), particularly writing, are taught and learned. The investigation also
revealed critical emerging themes such as technology multimodality (orange cluster) and informal digital
English learning (purple cluster), suggesting new directions for future research. Framed within the bio-
ecological model is a holistic view of the interaction and key considerations between and within each
system, providing educational stakeholders a reference as to align technology adoption that accentuates
student-centred approaches.
However, this study is not without limitations. Firstly, it focuses primarily on journal articles and
reviews, thus excluding other types of academic publications such as conference papers, books, and
reports, which might offer additional insights into the field. Secondly, the publications were drawn solely
from the Web of Science database, limiting the breadth of the research, as incorporating other data-
bases like Scopus or the grey literature could have provided a more comprehensive overview. Thirdly,
by restricting the analysis to publications in English, the study potentially overlooks significant contribu-
tions in other languages, which could offer different perspectives or insights. Lastly, the exclusive use of
bibliographic coupling as the bibliometric approach, while effective, limits the methodological scope.
Employing other bibliometric methods such as co-word analysis, could provide a more nuanced under-
standing of the field’s development and current state. These limitations suggest avenues for further
research to build upon and expand the findings of this study.

Acknowledgements
I would like to extend my gratitude to Professor Chiu for the invaluable guidance in mastering bibliometric analysis
and its application, without which this study would not have been possible.

Disclosure statement
No potential conflict of interest was reported by the author(s).

About the authors

Toshiyuki Hasumi serves as a full-time instructor at the International College of Ming Chuan University, Taiwan. He
earned his Global MBA from the National Taiwan University's College of Management and is presently a Ph.D. candi-
date at the College of Education, National Chengchi University, Taiwan. His research focuses on the bibliometric ana-
lysis of educational research and the integration of technology in EFL pedagogy. His areas of interest include
generative large language models, online learning platforms, and learning management systems.
Dr. Mei-Shiu Chiu is a Professor of Educational Psychology at National Chengchi University, Taiwan. She holds B.A.
and M.A. degrees from National Taiwan Normal University and a Ph.D. from Cambridge University, U.K. Dr. Chiu has
been a Fulbright scholar at the University of Pennsylvania (2020) and a visiting scholar at the University of
Melbourne (2023). Her research focuses on affective education, particularly well-being and happiness in learning
environments. She explores the interplay of emotions, cognition, and culture in education across disciplines such as
mathematics and science, employing diverse research and data analysis methods.

ORCID
Toshiyuki Hasumi http://orcid.org/0000-0003-4259-5607
Mei-Shiu Chiu http://orcid.org/0000-0002-2929-5151
16 T. HASUMI AND M.-S. CHIU

Data availability statement

The data that support the findings of this study are available from Clarivate’s Web of Science Core Collection.
Restrictions apply to the availability of these data, which were used under university database access licence for this
study. Data is available from the author(s) with the permission of Clarivate.

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