Global research landscape in English language teacher education: Insight from bibliometrics analysis

This bibliometric study maps the intellectual structure and emerging trends in English Language Teacher Education (ELTE) research from 2007 to 2024. We conducted co-occurrence network analysis and co-citation mapping on 17,492 Web of Science-indexed publications, including 16,467 peer-reviewed journal articles, 827 reviews, 192 editorial materials, and 1,446 early access publications. The analysis identified five primary research clusters: (1) teacher professional development, (2) language acquisition, (3) academic achievement and assessment, (4) higher education policy, and (5) learner psychology. Burst analysis and co-citation networks highlighted emerging areas such as teacher professionalization, technology integration, and learners’ emotional experiences. Geographic analysis showed that the United States, China, and the United Kingdom produce 76.3% of the research, while southern hemisphere countries contribute just 12%. Future research should prioritize examining the long-term impacts of technology-enhanced teaching methods, particularly on learners’ emotional engagement, including foreign language enjoyment and anxiety. These investigations will deepen our understanding of how technology can enhance language learning experiences and contribute to the professional development of teachers, fostering more effective and equitable ELTE practices worldwide.