Blended Learning in English Language Education from Inception to 2025: A Global Bibliometric Analysis of Trend Topics, Research Themes, Gaps, and Future Directions

Abstract

Blended learning has established itself as the foundation for English language education in the digital age, with advanced technologies such as artificial intelligence enhancing rather than replacing this approach. Previous bibliometric studies examined blended learning generally in higher education contexts but not specifically in English language education. This study addresses this gap by conducting a comprehensive bibliometric analysis of blended English language learning, examining publication trends, citation impact, influential works, trend topics, research themes, and research gaps with future research directions using 499 valid documents retrieved from Scopus database. biblioMagika was employed for citation metrics analysis, Biblioshiny for identifying top-cited documents and trend topics, and VOSviewer for research themes mapping through author keywords co-occurrence. The findings reveal steady publication growth from 2005 to 2025, with trend topics evolving across three phases: Technological foundations (2016 – 2020), learner-centred investigations (2021 – 2023), and data-driven optimisation (2024 – 2025). Network visualisation identifies three major research clusters: Pedagogical approaches and quality evaluation, effectiveness evaluation and implementation barriers, and learner psychological factors with technology acceptance. Critical research gaps emerge in technology acceptance mechanisms, where investigations focus narrowly on basic Technology Acceptance Model constructs without comprehensive frameworks. Future research should apply extended frameworks such as UTAUT2, examining attitude as a mediator and self-directed learning readiness as a moderator affecting learners’ behavioural intention to use blended English language learning.