Knowledge Mapping of Critical Thinking in English Teaching Based on CNKI Scholar Using CiteSpace

Abstract

English, as one of the most widely used languages globally, serves as a crucial bridge in international economic, cultural and academic exchanges. In recent years, with the expansion of globalization, significant developments have been observed in publications in the field of English teaching, especially emphasizing critical thinking as a key skill for the 21st century. Therefore, a scientific review of the integration of critical thinking in English teaching is needed. This paper analyzes the scientometric features of critical thinking literature published in English teaching from 2020 to 2024. The research papers were sourced from CNKI Scholar, and CiteSpace was used to analyze 756 articles on English critical thinking pedagogy, presenting knowledge maps of authors, publishing institutions, keyword co-occurrence and cluster network analysis. Firstly, the result highlights that critical thinking, junior high school English, senior high school English, English reading teaching were among the most frequently occurring keywords in English critical thinking teaching research. Additionally, this review organizes the research hotspots and main contents in English critical thinking research, covering areas such as its application at various educational stages, content areas, and research perspectives of critical thinking in English teaching. Overall, the paper identifies key features, current trends, gaps, and potential future directions in critical thinking research within English teaching, offering valuable insights and guidance for advancing this field in China.