Trends in Corpus Linguistics Research: A Bibliometric Analysis (2004-2024)

Varia Virdania Virdaus; Gunarti Dwi Lestari; Wiwin Yulianingsih; Rofik Djalal Rosyanafi; Muchamad Arif; Hamidah Binti Mohamad

doi:10.56741/IISTR.jpes.001505

Authors

Varia Virdania Virdaus Universitas Negeri Surabaya https://orcid.org/0009-0001-0889-1018
Gunarti Dwi Lestari
gunartilestari@unesa.ac.id
Universitas Negeri Surabaya https://orcid.org/0000-0003-4688-844X
Wiwin Yulianingsih Universitas Negeri Surabaya https://orcid.org/0000-0002-8399-5079
Rofik Djalal Rosyanafi Universitas Negeri Surabaya https://orcid.org/0000-0003-2702-6844
Muchamad Arif Universitas Narotama https://orcid.org/0000-0003-4737-2058
Hamidah Binti Mohamad Univeristi Tun Abdul Razak https://orcid.org/0009-0001-5261-2303

Keywords:

Bibliometric Analysis, Corpus Linguistics, Digital Literacy, Education, Research Trend

Abstract

This bibliometric study analyzes changes in corpus linguistics research from 2004 to 2024, emphasizing discourse analysis, digital literacy, and educational technology. Despite being the crucial tool for language analysis, corpus linguistics is frequently not taught in teacher preparation programs. Literacy has evolved digitally as a result of the growing prevalence of computers and the internet. Research indicates that educators must improve their technological proficiency. Using an analysis of 128 papers from the Scopus database, this study looks at the gaps in the extensive body of scientific literature on corpus linguistics. Studies indicate that scientific output has increased significantly in recent years, particularly since 2018. Papers are currently the most widely used publication format. The United States excels at assisting and cooperating with other nations. According to the investigation, Robert C. Meurant and Rodney H. Jones were the primary authors and had the highest number of citations and contributions, respectively. Traditional language methods are no longer the main focus of research; instead, an interdisciplinary framework that combines digital technology and education has taken its place. As a result, there is now a close connection between instruction and online and data resources. According to the research, literacy in corpus linguistics is now seen as a skill influenced by contemporary teaching strategies, the accessibility of data, and student engagement in the classroom.

Downloads

Download data is not yet available.

Author Biographies

Varia Virdania Virdaus, Universitas Negeri Surabaya

is a doctoral candidate in Education Sciences at Universitas Negeri Surabaya, Indonesia. Her research interests include early childhood education, digital literacy, educational technology, and linguistics. She actively explores innovative pedagogical approaches integrating technology to enhance language development and learning outcomes. (email: 24011916010@mhs.unesa.ac.id).

Gunarti Dwi Lestari, Universitas Negeri Surabaya

is a Professor and Coordinator of the Ph.D. Program in Education Sciences at Universitas Negeri Surabaya, Indonesia. Her expertise lies in non-formal education and deep learning pedagogy. She contributes extensively to academic leadership, curriculum innovation, and transformative educational practices in higher education. (email: gunartilestari@unesa.ac.id).

Wiwin Yulianingsih, Universitas Negeri Surabaya

earned her doctoral degree from Universitas Negeri Malang, Indonesia. She is a lecturer at the Faculty of Education, Universitas Negeri Surabaya. Her scholarly work centers on non-formal education, community empowerment, and lifelong learning development through inclusive and sustainable educational programs. (email: wiwinyulianingsih@unesa.ac.id).

Rofik Djalal Rosyanafi, Universitas Negeri Surabaya

received his doctoral degree from Universitas Negeri Malang, Indonesia. He serves as a lecturer at Universitas Negeri Surabaya. His research focuses on the development of non-formal education curricula, emphasizing innovation, community-based learning, and sustainable educational program design. (email: rofikrosyanafi@unesa.ac.id).

Muchamad Arif, Universitas Narotama

is affiliated with Narotama University, Surabaya, Indonesia. He frequently serves as a journal editor and trainer in English language programs. His research interests focus on AI-based learning media, educational innovation, and digital technology integration to enhance teaching and learning effectiveness. (email: muchamad.arif@narotama.ac.id).

Hamidah Binti Mohamad, Univeristi Tun Abdul Razak

is Program Leader at Tun Razak Graduate School, Universiti Tun Abdul Razak, Malaysia. She holds a Ph.D. in Education from IIUM. Her specialization includes curriculum and instruction, English language and literature, and communication studies, with extensive experience in academic leadership. (email: hamidah_mohamad@unirazak.edu.my).

References

B. F. Klimova, “Using corpus linguistics in the development of writing,” Procedia - Soc. Behav. Sci., vol. 141, pp. 124–128, 2014, doi: 10.1016/j.sbspro.2014.05.023. DOI: https://doi.org/10.1016/j.sbspro.2014.05.023

T. Cobb and A. Boulton, “Classroom applications of corpus analysis,” in The Cambridge Handbook of English Corpus Linguistics. Cambridge, U.K.: Cambridge University Press, 2015, ch. 26, pp. 478–497, doi: 10.1017/cbo9781139764377.027. DOI: https://doi.org/10.1017/CBO9781139764377.027

G. R. Bennet, “An introduction to corpus linguistics,” in Using Corpora in Language Learning Classroom: Corpus Linguistics for Teachers, pp. 1–315, 2010, doi: 10.4324/9781315843674. DOI: https://doi.org/10.3998/mpub.371534

A. Ebrahimi and E. Faghih, “Integrating corpus linguistics into online language teacher education programs,” ReCALL, vol. 29, no. 1, pp. 120–135, 2017, doi: 10.1017/S0958344016000070. DOI: https://doi.org/10.1017/S0958344016000070

J. Krajka, “Non-native teachers investigating new Englishes: Is data-driven teaching a part of 21 st century digital literacy?,” Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE), vol. 50, no. 2, e585, 2021, doi: 10.17811/rifie.50.2.2021.585-592. DOI: https://doi.org/10.17811/rifie.50.2.2021.585-592

C. Girón-García and M. Esbrí-Blasco, “Analysing the digital world and its metaphoricity: Cybergenres and cybermetaphors in the 21st century,” Cult. Leng. y Represent., vol. 22, pp. 21–35, 2019, doi: 10.6035/CLR.2019.22.2. DOI: https://doi.org/10.6035/CLR.2019.22.2

D. C. Mbandje, M. J. Loureiro, and M. Lucas, “Digital competence and information literacy: Clarifying concepts based on a literature review,” EMI - Educ. Media Int., vol. 60, no. 3–4, pp. 306–316, 2023, doi: 10.1080/09523987.2023.2324584. DOI: https://doi.org/10.1080/09523987.2023.2324584

L. B. Barra, A. M. Fillola, and M. P. Ripoll, “Identidad lectora de profesores noveles y mediación literaria digital : Entrecruces entre trayectorias y competencias,” Educação e Pesquisa, vol. 48, no. 51, e233911, 2022, doi: 10.1590/S1678-4634202248233911. DOI: https://doi.org/10.1590/s1678-4634202248233911

I. Dussel and F. Williams, “Los imaginarios sociotécnicos de la política educativa digital en México (2012-2022),” Profesorado, vol. 27, no. 1, pp. 39–60, 2023, doi: 10.30827/profesorado.v27i1.26247. DOI: https://doi.org/10.30827/profesorado.v27i1.26247

W. M. Tagata and F. C. Ribas, "Rethinking digital literacy practices and educational agendas in times of Covid-19 uncertainty (Repensando práticas de letramento digital e agendas educacionais em tempos de), Rev. Bras. Linguist. Apl., vol. 21, no. 2, pp. 399-431, 2021, doi: 10.1590/1984-6398202117285. DOI: https://doi.org/10.1590/1984-6398202117285

L. Lofthus and K. Silseth, “Students choosing digital sources: Studying students’ information literacy in group work with tablets,” E-Learning and Digital Media, 2019, doi: 10.1177/2042753019835882. DOI: https://doi.org/10.1177/2042753019835882

S. Dhillon and N. Murray, “An investigation of EAP teachers’ views and experiences of e-learning technology,” Educ. Sci., vol. 11, no. 2, e54, 2021, doi: 10.3390/educsci11020054. DOI: https://doi.org/10.3390/educsci11020054

J. Romero-Barranco and P. Rodríguez-Abruñeiras, “Current trends in corpus linguistics and textual variation,” Res. Corpus Linguist., vol. 9, no. 2, pp. 1-13, 2021, doi: 10.32714/ricl.09.02.01. DOI: https://doi.org/10.32714/ricl.09.02.01

N. Suprapto et al., “Research trend on TPACK through bibliometric analysis ( 2015-2019),” vol. 10, no. 4, pp. 1375–1385, 2021, doi: 10.11591/ijere.v10i4.22062. DOI: https://doi.org/10.11591/ijere.v10i4.22062

S. Thanuskodi, “Journal of social sciences: A bibliometric study,” vol. 24, no. 2, pp. 77-80, 2010, doi: 10.1080/09718923.2010.11892847. DOI: https://doi.org/10.1080/09718923.2010.11892847

Y. N. Deda, H. Disnawati, R. Ekawati, and N. Suprapto, “Research trend on dyscalculia by bibliometric analysis during 2017-2022,” vol. 13, no. 1, pp. 69–79, 2024, doi: 10.11591/ijere.v13i1.25992. DOI: https://doi.org/10.11591/ijere.v13i1.25992

A. Pritchard, “Statistical bibliography or bibliometrics?” Journal of Documentation, vol. 25, no. 4, pp. 348–349, 1969. DOI: https://doi.org/10.1108/eb026482

M. Parra-González, A. Segura-Robles, M. R. Vicente-Bújez, and J. López-Belmonte, (2020). "Production analysis and scientific mapping on active methodologies in Web of Science," Int. J. Emerg. Technol. Learn. (IJET), vol. 15, no. 20, pp. 71-86, 2020. [Online]. Available: https://www.learntechlib.org/p/218320/. DOI: https://doi.org/10.3991/ijet.v15i20.15619

M. Aria and C. Cuccurullo, “Bibliometrix: An R-tool for comprehensive science mapping analysis,” J. Informetr., vol. 11, no. 4, pp. 959-975, 2017, doi: 10.1016/j.joi.2017.08.007. DOI: https://doi.org/10.1016/j.joi.2017.08.007

N. Roslim, M. H. T. Abdullah, N. F. M. Roshdan, Y. J. Ng, and S. A. R. Kalajahi, “Learner corpus research: A bibliometric analysis,” Int. Res. Educ., vol. 11, no. 2, pp. 76-93, 2023, doi: 10.5296/ire.v11i2.21396. DOI: https://doi.org/10.5296/ire.v11i2.21396

R. C. Meurant, “The iPad and EFL digital literacy,” in Th. Kim, S. K. Pal, W. I. Grosky, N. Pissinou, T. K. Shih, and Ślęzak, D. (eds) Signal Processing and Multimedia MulGraB SIP 2010, Comm. Comput. Inf. Sci. vol. 123, pp. 224–234, 2010, doi: 10.1007/978-3-642-17641-8_27. DOI: https://doi.org/10.1007/978-3-642-17641-8_27

R. C. Meurant, “Developing critical L2 digital literacy through the use of computer-based internet-hosted learning management systems such as Moodle,” in Int. Conf. Multimedia, Comput. Graph., and Broad., 2009, pp. 76–83. doi: 10.1007/978-3-642-10512-8_9. DOI: https://doi.org/10.1007/978-3-642-10512-8_9

R. C. Meurant, “The significance of second language digital literacy why English-language digital literacy skills should be fostered in Korea,” in ICCIT 2009 - 4th Int. Conf. Comput. Sci. Convergence Inf. Technol., 2009, pp. 369-374, doi: 10.1109/ICCIT.2009.192. DOI: https://doi.org/10.1109/ICCIT.2009.192

R. C. Meurant, “Computer-based internet-hosted assessment of L2 literacy: Computerizing and administering of the Oxford Quick Placement Test in ExamView and Moodle,” in Int. Conf. Multimedia, Comput. Graph., and Broad., 2009, pp. 84-91, doi: 10.1007/978-3-642-10512-8_10. DOI: https://doi.org/10.1007/978-3-642-10512-8_10

R. C. Meurant, “Mixed success on us.cyworld: Reflections on Korean EFL college student efforts to establish an L2 presence on an American social networking site,” in 2008 Int. Conf. Convergence Hybrid Inf. Technol. (ICHIT), 2008, pp. 440–445. doi: 10.1109/ICHIT.2008.204. DOI: https://doi.org/10.1109/ICHIT.2008.204

R. C. Meurant, “L2 digital literacy: Korean EFL students use their cell phone videocams to make an L2 English video guide to their college campus,” in Proc. the 2007 Int. Conf. Intelligent Pervasive Comput., (IPC), 2007, pp. 169–173. doi: 10.1109/IPC.2007.17. DOI: https://doi.org/10.1109/IPC.2007.17

R. H. Jones, “Is my mobile phone listening to me? Conspiratorial thinking, digital literacies, and everyday encounters with surveillance,” Conspiracy Theo. Disc. John Benjamins Pub. Co., pp. 49–69, 2022, doi: 10.1075/dapsac.98.03jon. DOI: https://doi.org/10.1075/dapsac.98.03jon

R. H. Jones, C. A. Hafner, Understanding Digital Literacies: A Practical Introduction (2nd ed.). London, U.K.: Routledge, 2021, doi: 10.4324/9781003177647. DOI: https://doi.org/10.4324/9781003177647

R. H. Jones, C. A. Hafner, Understanding Digital Literacies: A Practical Introduction (1st ed.). London, U.K.: Routledge, 2012, doi: 10.4324/9780203095317. DOI: https://doi.org/10.4324/9780203095317

R. H. Jones, “The text is reading you: Teaching language in the age of the algorithm,” vol. 62, e100750, 2021, doi: 10.1016/j.linged.2019.100750. DOI: https://doi.org/10.1016/j.linged.2019.100750

C. A. Hafner, "Digital discourses research and methods," in A. Phakiti, P. De Costa, L. Plonsky, S. Starfield (eds) The Palgrave Handbook of Applied Linguistics Research Methodology. London, U.K.: Palgrave Macmillan, 2018, pp. 375–390. doi: 10.1057/978-1-137-59900-1_18. DOI: https://doi.org/10.1057/978-1-137-59900-1_18

S. Alves and A. P. de Sousa, “Cyberjournalism: The influence of design on public participation,” in N. Martins and D. Brandão (eds) Advances in Design and Digital Communication III, Int. Cof. Des. Dig. Commun.. Cham, Switzerland: Springer Nature, 2023, pp. 479–494. doi: 10.1007/978-3-031-20364-0_42. DOI: https://doi.org/10.1007/978-3-031-20364-0_42

S. Alves and A. P. de Sousa, “The impact of visual design on public participation. Case study in cyberjournalism,” in N. Martins, D. Brandão, A. Fernandes-Marcos (eds) Perspectives on Design and Digital Communication, Cham, Switzerland: Springer Nature, 2024, pp. 33–52. doi: 10.1007/978-3-031-41770-2_3. DOI: https://doi.org/10.1007/978-3-031-41770-2_3

L.-T. Zhang and D. Cassany, “The ‘danmu’ phenomenon and media participation: Intercultural understanding and language learning through ‘The Ministry of Time,’” Media Educ. Res. J., vol. 27, no. 58, pp. 19–29, 2019, doi: 10.3916/C58-2019-02. DOI: https://doi.org/10.3916/C58-2019-02

D. Cassany, “Recursos lingüísticos en línea: Contextos, prácticas y retos (Online linguistic resources: Contexts, practices and challenges,” vol. 49, Suppl. 1, pp. 7–29, 2016, doi: 10.4067/S0718-09342016000400002. DOI: https://doi.org/10.4067/S0718-09342016000400002

M. Kendrick, M. Early, A. Michalovich, and M. Mangat, “Digital storytelling with youth from refugee backgrounds: Possibilities for language and digital literacy learning,” TESOL Q., vol. 56, no. 3, pp. 961–984, 2022, doi: 10.1002/tesq.3146. DOI: https://doi.org/10.1002/tesq.3146

M. E. Kendrick and M. Early, “Addressing the language and literacy needs and challenges of students with refugee experiences: Integrated supports,” Educ. Sci., vol. 14, no. 12, 2024, doi: 10.3390/educsci14121354. DOI: https://doi.org/10.3390/educsci14121354

F. C. Komesu, R. R. Gambarato, and L. E. Tenani, “Acta Scientiarum ‘ I will not become an Internet meme ’: visual-verbal textualization process in the study of the power and resistance in Brazil,” vol. 40, no. 2, pp. 1–11, 2018, doi: 10.4025/actascilangcult.v40i2.43714. DOI: https://doi.org/10.4025/actascilangcult.v40i2.43714

R. R. Gambarato and F. Komesu, “What are you laughing at? Former Brazilian President Dilma Rousseff’s internet memes across spreadable media contexts,” J. Creat. Commun., vol. 13, no. 2, pp. 85–103, 2018, doi: 10.1177/0973258618761405. DOI: https://doi.org/10.1177/0973258618761405

D. Gold and H. J.W, “Writing instruction in U.S. colleges and schools: The twentieth century and the new millennium,” in A Short History of Writing Instruction: From Ancient Greece to The Modern United States, U.S.: Taylor and Francis, 2020, pp. 272–316. DOI: https://doi.org/10.4324/9781003020899-8

M. Camargo and M. C. Woods, “Writing instruction in school and college english: The twentieth century and the new millennium,” in A Short History of Writing Instruction: From Ancient Greece to Contemporary America, London, U.K.: Routledge, 2012, pp. 232–272. doi: 10.4324/9780203134368. DOI: https://doi.org/10.4324/9780203134368

A. M. Hautemo and T. Mushaandja, “The intersection between African oral literature and technology,” in 2024 IST-Africa Conference, IST-Africa 2024, Institute of Electrical and Electronics Engineers Inc., 2024. doi: 10.23919/IST-Africa63983.2024.10569318. DOI: https://doi.org/10.23919/IST-Africa63983.2024.10569318

A. M. Hautemo, “Blogging as a Web 2.0 communication tool in an English and applied linguistics tertiary environment,” in 2023 IST-Africa Conference, IST-Africa 2023, Institute of Electrical and Electronics Engineers Inc., 2023. doi: 10.23919/IST-Africa60249.2023.10187861. DOI: https://doi.org/10.23919/IST-Africa60249.2023.10187861

N. I. Almazova, A. V. Rubtsova, N. B. . Smolskaia, and A. A. Andreeva, “Digital creative projects in the formation of digital competence of teachers of English as a foreign language,” in Lecture Notes in Networks and Systems, Springer Science and Business Media Deutschland, 2022. doi: 10.1007/978-3-030-89708-6_61. DOI: https://doi.org/10.1007/978-3-030-89708-6_61

C. Yan, H. Wang, X. Luo, “Knowledge mapping of data literacy: A bibliometric study using visual analysis,” J. Librariansh. Inf. Sci., 2024, doi: 10.1177/09610006241285512. DOI: https://doi.org/10.1177/09610006241285512

M. Chitez and R. Rogobete, “Beyond conventional digital approaches in the humanities: Corpus linguistics for language related university disciplines,” Innov. Lang. Learn. 13th Ed. Int. Conf., 2020. [Online]. Available: https://conference.pixel-online.net/library_scheda.php?id_abs=4853.

P. H. Karlsen and M. Monsen, “Corpus literacy and applications in Norwegian upper secondary schools: Teacher and learner perspectives,” vol. 19, no. 1, pp. 118–148, 2020, doi: 10.35360/njes.500. DOI: https://doi.org/10.35360/njes.500

Ursula Wingate, “Academic literacy across the curriculum: Towards a collaborative instructional approach,” Lang. Teach., vol. 51, pp. 349–364, 2018, doi: 10.1017/S0261444816000264. DOI: https://doi.org/10.1017/S0261444816000264

K. Mills, “A review of the ‘Digital Turn’ in the new literacy studies,” Rev. Educ. Res., vol. 80, no. 2, pp. 246–271, 2010, doi: https://doi.org/10.3102/0034654310364401. DOI: https://doi.org/10.3102/0034654310364401

R. A. Mora, “Challenges and opportunities for literacy and technology in ELT teacher education," 2nd Int. Colloquia Res. Innov. Foreign Lang. Educ. Universidad de La Salle Bogotá, 2011. [Online]. Available: https://eric.ed.gov/?id=ED547648.

T. M. G. Roberto, “Corpus linguistics in language teaching,” Revista Foco Interdiscip. Stud., vol. 16, no. 7, pp. 1–6, 2023, doi: 10.54751/revistafoco.v16n7-089. DOI: https://doi.org/10.54751/revistafoco.v16n7-089

Q. Ma, M. M. Chiu, S. Lin, and N. B. Mendoza, “Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study,” ReCALL, vol. 35, no. 1, pp. 19–39, 2023, doi: 10.1017/S0958344022000180. DOI: https://doi.org/10.1017/S0958344022000180