This bibliometric study investigates the research landscape on the Phonetic Alphabet in Education from 1990 to 2024, utilizing data sourced from The Lens database and analyzed through VOSviewer. The primary objective was to explore publication trends, author collaborations, research hotspots, and existing gaps in the field. Results reveal a gradual increase in scholarly publications over the decades, with a notable surge from 2020 to 2024. The co-citation analysis highlights key contributors such as Foorman, McBride, Blachman, and Share, reflecting dominant themes around phonological awareness, literacy development, and multilingual education. Keyword co-occurrence mapping indicates concentrated research on phonetics, reading, language development, and dyslexia, with emerging interests in psycholinguistics and multilingual contexts. However, a significant research gap was observed in technology-integrated phonetic instruction and AI-assisted language learning, confirming similar observations from Fais (2021). This study provides a comprehensive view of the intellectual structure and thematic evolution in phonetic education research. It serves as a valuable resource for educators, linguists, curriculum developers, and researchers aiming to address identified gaps and further advance the field.
Lim et al. (Thu,) studied this question.