This study provides a comprehensive scientometric mapping of global research on Japanese language teaching and learning over the past 25 years. Using the Scopus database as the sole data source, a total of 299 relevant articles published between 2000 and 2025 were retrieved and analyzed. Bibliometric techniques were applied using VOSviewer and Biblioshiny to examine publication trends, geographical distribution, prolific authors and institutions, collaboration networks, keyword co–occurrence, and emerging research themes. The results reveal a consistent upward trajectory in publication output, with a marked surge in the last decade and a peak in 2024. Japan emerges as the most productive country, followed by Australia and the United States, while universities in Asia and Oceania, such as Monash University, UNSW Sydney, and Hiroshima University, are identified as key research hubs. Author collaborations tend to occur in small groups, with limited cross–institutional or international partnerships. Keyword mapping highlights dominant themes such as learning motivation, learner identity, and technology integration, alongside the rise of newer topics including collaborative learning and the pedagogical use of popular cultural media, such as anime. These findings underscore both the maturity and diversification of research in this field, while also pointing to gaps in global collaboration. The study offers strategic insights for researchers, educators, and policymakers to foster more inclusive, innovative, and interdisciplinary approaches to Japanese language education in the future.
Taqdir et al. (Wed,) studied this question.
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