RESEARCH TRENDS ON PBL IN LANGUAGE LEARNING: A BIBLIOMETRIC ANALYSIS (2004–2026)

Abstract

Language education frequently utilizes Problem-Based Learning; however, a cohesive synthesis summarizing its overall research trajectory is currently unavailable. This study maps the scientific landscape, research trends, and intellectual structure of PBL in language learning through a bibliometric analysis of 135 Scopus-indexed documents from 2004 to 2026. Utilizing the R bibliometrix package and VOSviewer, the analysis evaluated publication growth, citation metrics, prominent contributors, and keyword co-occurrences. Findings reveal a steady 11.96% annual growth rate, expanding significantly post-2017. Overall, 285 authors contributed across 109 sources, averaging 8.64 citations per document, with a 13.33% international collaboration rate. China emerged as the most productive country, while Peter the Great St. Petersburg Polytechnic University was the leading institution. Keyword co-occurrence analysis identified four core themes: learning outcomes, stakeholder perceptions, pedagogical development, and curriculum assessment. These insights demonstrate an evolutionary shift from examining basic instructional effectiveness toward developing comprehensive pedagogical and curricular frameworks in language pedagogy. Ultimately, this study provides a holistic roadmap for researchers, educators, and policymakers to determine future research directions and foster global academic partnerships.