Hybrid learning on teaching and learning english as a foreign language: Literature review and bibliometric analysis using R-biblioshiny

The rapid development of digital technologies and the demand for flexible learning models have positioned hybrid learning as a pivotal approach in teaching English as a Foreign Language (EFL). Despite its increasing application, comprehensive mapping of research trends in this area remains limited, creating a gap in understanding its global development. This study aims to address this issue by conducting a bibliometric analysis of hybrid learning research in EFL, examining the growth of publications, thematic structures, and collaboration patterns across countries and institutions. Data were retrieved from the Scopus database covering 2009–2024. From an initial pool of 46,203 records, 352 articles were selected following PRISMA guidelines to ensure relevance and quality. The dataset was analyzed using R-Biblioshiny, VOSviewer, and RStudio, employing co-citation, co-occurrence, network modeling, and conceptual structure analyses. Findings indicate a sharp increase in publications after 2020, strongly influenced by the COVID-19 pandemic and the rapid digitalization of education. Emerging research areas include deep learning, natural language processing, adaptive learning systems, and digital pedagogy. India emerged as the most productive country in terms of publication output, while Korea demonstrated greater citation impact, suggesting regional disparities in influence. Nevertheless, international collaboration remains limited, with most studies confined to national contexts. The study concludes that stronger cross-border partnerships are essential to enrich perspectives and advance global understanding. Future research should emphasize integrating advanced technologies, fostering inclusive collaboration among developed and developing countries, and conducting longitudinal studies to assess long-term outcomes. The implications of this study are significant for researchers, educators, and policymakers, as it provides insights into existing gaps, highlights opportunities for innovation, and offers practical recommendations for optimizing hybrid learning practices in EFL education.