ABSTRACT This bibliometric study analyzes the intellectual landscape and thematic evolution of research on English as a Foreign Language (EFL). Utilizing 5094 publications indexed in the Web of Science Core Collection (1973–2023), the study applies co‐citation and co‐word analyses to identify influential research, dominant themes and future research directions. Co‐citation analysis reveals five conceptual clusters: (1) psychological and emotional factors in language learning, (2) teacher cognition and research methodologies, (3) learning input, interaction and feedback in SLA, (4) design and application of language testing and communicative competence frameworks and (5) vocabulary acquisition and assessment. Co‐word analysis identifies three emergent clusters focused on: (1) EFL learner proficiency development and instructional design, (2) EFL teacher education and technology integration and (3) EFL learner psychology and teaching pedagogy. Findings suggest a paradigmatic shift in EFL studies, characterized by the integration of artificial intelligence, adaptive learning technologies and multimodal platforms. Theoretically, the study underscores the need to refine existing affective‐cognitive models and teacher development frameworks to account for digitally mediated learning environments. In practice, it highlights the imperative for emotionally responsive, technologically enriched pedagogies, performance‐based assessments and equitable digital access. This analysis contributes to the growing discourse on the convergence of pedagogy, psychology and technology in shaping the future of EFL instruction.
Yang et al. (Fri,) studied this question.
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