FROM VIRTUAL WORLDS TO ENGLISH CLASSROOMS: A BIBLIOMETRIC ANALYSIS OF METAVERSE RESEARCH IN ENGLISH LANGUAGE LEARNING

This study presents a bibliometric analysis of global research on the use of the Metaverse in English language learning. Despite increasing interest in immersive technologies such as virtual reality and augmented reality, research in this area remains fragmented across disciplines. This study aims to map the intellectual structure, research trends, and thematic development of the field. Data were retrieved from the Dimensions database, covering publications from 2021 to 2025 using a defined search strategy. A total of 164 documents were analysed using VOSviewer, employing performance analysis, bibliographic coupling, and keyword co-occurrence techniques. The findings indicate that research is concentrated in Asia, particularly China and South Korea, with emerging contributions from other regions. Four major thematic clusters were identified: applied learning contexts, pedagogical innovation in English language teaching, interdisciplinary extensions, and teacher training with AI integration. However, the results also reveal that many studies remain technology-driven, with limited direct focus on English language pedagogy. This study contributes by providing a structured overview of the field and highlighting the need for more pedagogically grounded, empirically validated research on English language learning in Metaverse environments.