Augmented Reality and Virtual Reality in English Learning: Bibliometric Analysis of Research Trends, Citation Patterns, and Future Directions
Abstract
This study conducts a comprehensive bibliometric analysis to map the development of research on Augmented Reality (AR) and Virtual Reality (VR) in English language learning (ELL) from 2010 to 2025. Using 386 Scopus-indexed documents, the analysis examines publication growth, citation performance, influential authors and countries, core sources, and the thematic evolution of immersive learning research. The findings show a sharp increase in scientific production after 2020, reflecting the global rise of digital and immersive technologies in education. China, Korea, and Malaysia emerge as dominant contributors, demonstrating Asia’s leading role in AR/VR-driven language innovation. Citation trends reveal the coexistence of foundational highly cited works and rapidly influential recent publications. Source impact analysis confirms the interdisciplinary character of the field, spanning educational technology, linguistics, psychology, and computer science. Trend-topic analysis indicates a shift from general pedagogical themes toward AI-enhanced AR applications, deep learning, virtual reality environments, and interactive vocabulary learning systems. Despite significant growth, gaps remain in long-term studies, cross-country collaboration, and research on advanced language competencies. Overall, the study provides a data-driven understanding of how AR and VR have evolved as transformative tools for English language learning and offers strategic insights for guiding future research agendas in immersive educational technologies.
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