A BIBLIOMETRIC ANALYSIS OF SPEAKING ANXIETY IN ENGLISH LANGUAGE EDUCATION
DOI:
https://doi.org/10.15408/ijee.v12i2.46451Keywords:
communication apprehension; digital pedagogy; foreign language learning; learner motivation; peer collaborationAbstract
This study presents a bibliometric analysis of research on speaking anxiety in English language education from 2020 to 2025, drawing on 71 Scopus-indexed publications. Speaking anxiety remains a major barrier to language proficiency, particularly in online and hybrid contexts accelerated by the COVID-19 pandemic. Using performance analysis and science mapping with Biblioshiny, the study identifies influential journals, highly cited works, leading countries, and emerging keyword trends. Findings highlight growing scholarly attention to digital learning environments, teacher and peer support, and technology-mediated tools as strategies to reduce anxiety. China, Poland, and Thailand stand out in citation impact, while Malaysia and China dominate publication output. Despite this growth, gaps remain, including limited non-English publications, a shortage of qualitative and longitudinal studies, and underexploration of cultural and socio-economic factors. Keyword analysis emphasizes communication apprehension, self-confidence, and motivation, framing anxiety as an interplay of emotional, cognitive, and pedagogical elements. The study concludes that future research should expand database coverage, adopt diverse methodologies, and examine cross-cultural classroom dynamics to better capture learner experiences. Practically, findings suggest that educators can reduce anxiety by fostering collaboration, providing constructive feedback, and integrating interactive technologies. This bibliometric review offers an overview of trends and actionable insights for scholars, educators, and policymakers.
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