Advances in Teaching Research on English for Chemistry Majors (2014-2025)

The interdisciplinary approach of "foreign language + specialty" education has driven a significant shift in higher education from traditional single-discipline instruction to cross-disciplinary integration, reflecting its profound contemporary relevance. Based on 334 research articles indexed in the CNKI database (20142025) under the theme of "Chemistry English Teaching," this study employs bibliometric and content analysis methods to systematically review research advancements. By constructing keyword co-occurrence and author collaboration networks, the paper delineates the evolution of research hotspots. Findings indicate that the field of Chemical English education has achieved great progresses over the past decade, with notable upgrade in resource development and pedagogical models. However, persistent challenges, such as inadequate teacher qualifications, insufficient strategic planning, misalignment with employment demands, and limited engagement from educators and students, continue to hinder educational effectiveness. Given this, the study integrates insights from ESP (English for Specific Purposes) teaching theory to propose actionable recommendations, offering a reference for reforming Chemistry English instruction in the new era.