A Bibliometric Analysis of Second Language Assessment Research, 1984–2022

This paper reports the results of a bibliometric analysis of 38 years of second language (L2) assessment research, covering 2,416 articles from 44 Scopus-indexed journals specializing in language assessment, applied linguistics and TESOL, and educational assessment. Using a combination of keywords from authors and abstracts, we identified trends in both the prevalence and impact of L2 assessment research themes and methodological approaches, and how these intersect. Furthermore, we examined how these themes and approaches intersect with factors such as academic publication, country of author affiliation, and whether the country is considered Anglophone. The results indicated a more than tenfold increase in research output from 1984–2022, with a particular focus on quantitative research and interest in language constructs and measurement and assessment quality. Language assessment journals constitute the primary venue for research and have consolidated their position over the period. It was evident that authors affiliated with universities in Anglophone countries have traditionally dominated research, although this is changing. We also uncovered evidence of increased maturation of the field, including a rise in age-weighted citation rates, a diverse range of highly cited publications, and increased author collaboration. The implications of the findings are discussed and suggestions made for future research.