Recent Global Trends in English Language Teacher Professional Development: Bibliometric Analysis of Scopus-Indexed Journal Articles from 2020 to 2025
DOI:
https://doi.org/10.18592/let.v16i1.19051Keywords:
Bibliometric Analysis, English teachers, Teacher Professional Development, English Language Teaching, Scopus DatabaseAbstract
Despite research growth on English language teacher professional development (ELTPD), systematic mapping of recent ELTPD publications remains scarce. This study seeks to map the contemporary research landscape, collaboration, and leading contributors in the ELTPD field. A bibliometric analysis was employed to scrutinize 715 Scopus-indexed articles from 2020 to 2025. Findings revealed that the field has been growing and expanding. Yet, research collaboration remains low and limited to small groups of research communities. The Islamic Azad University became the most productive institution, while Ha Xuan Van’s cluster was one of the most influential research groups. L. X. Gao and Zhang's (2020) study received the most global citations. The keyword analyses suggest that foundational elements of teacher professional development, including assessment, reflective teaching, action research, and lesson study, remain central. Emerging trends were identified, such as Gen-AI, translanguaging, intercultural communication, and teachers' psychological dimensions. Thus, ELTPD programs should not only strengthen core teachers’ competencies but also integrate those emerging topics into their curricula to equip English teachers with current innovative teaching knowledge and skills.
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