A Bibliometric Analysis of Computer-assisted English Learning from 2001 to 2020

Suya Liu,Sihong Zhang

doi:10.3991/ijet.v16i14.24151

Abstract

The aim of this study was to reveal hotspots and frontiers of computer-assisted English learning (CAEL) studies indexed by EI Compendex database from 2001 to 2020 via bibliometric analysis. The publication output has exponentially grown in the past two decades and is likely to progress in the next several years. China occupied the leading position， while Lecture Notes in Computer Science was the most prolific journal, and Deyi Xiong was the most productive author. Keyword analysis was assisted by VOSviewer software. Our results show that “computer aided instruction”, “computer aided language translation” and “learning systems” were the most frequently used keywords in documents. CAEL studies were mainly conducted from five dimensions (technology, learners, teaching, English acquisition and testing). The findings of this study have implications for English language instructors. Teaching methods and modes should be adjusted according to technology development.

Highlights

Computer-assisted language learning (CALL) can be traced back to the 1960s in America [1], and since it has experienced constant changes due to the rapid development of computer network technology
Considerable scholars focused on the studies related to computer assisted English learning (CAEL) [2]
It is notable that the global production experienced a 16.21 times upsurge from 2001 (14 publications) to 2020 (227), which offers further evidence for the increasing discussion and studies of CAEL

Summary

Introduction

Computer-assisted language learning (CALL) can be traced back to the 1960s in America [1], and since it has experienced constant changes due to the rapid development of computer network technology. Considerable scholars focused on the studies related to computer assisted English learning (CAEL) [2]. Patino and Romero [3] developed a literature review to conclude that the use of a video game as a learning resource in the classroom was of great significance for students learning English as a second language. Sharifi et al [4] summarized the retrospect and prospect of CAEL through the metaanalysis, pointing out that learners using computer-assisted tools generally performed better than peers who received only traditional face-to-face instruction in their English language courses. Saeed et al [5] conducted a review of previous studies on learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of English writing

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Conclusion