Language learning in later life: a bibliometric and content analysis

While language learning among young adults has been extensively studied, the accumulation of scientific knowledge regarding language learning among older adults (e.g. those aged 50 and above) remains relatively unexplored. As most existing reviews have relied on content analysis, which tends to be subjective in interpretation, the present study innovatively integrated bibliometric analysis with the often-used content analysis to provide a comprehensive overview of research on language learning in older adulthood. Based on 1,096 articles retrieved from Scopus, this review identified: (1) growing interest in seniors’language learning across aging-related disciplines and applied linguistics; (2) four key research themes – factors influencing learning (19.6%), learning process (25.2%), cognitive outcomes (38.3%), and non-cognitive outcomes (12.2%) and (3) a shift from a predominantly cognitive focus to a more holistic framework that incorporates psychological factors such as motivation and well-being.It is suggested thatfuture studies stand to gain by incorporating both cognitive and non-cognitive dimensions to obtain a more holistic picture of language learningoutcomes. These insights offer valuable contributions to scholars in the fields of language learning and beyond.