A Ten-Year Perspective of Bibliometric Analysis of Flipped Classroom in English as a Foreign Language (EFL) Context


Author: Zhong Linling

Abstract: This investigation examines the flipped classroom in English as a foreign language (EFL) context through a comprehensive analysis of 347 scholarly works from Scopus and Web of Science databases. A bibliometric analysis using VOSViewer and Excel applications revealed published designs, cross-border research partnerships, important scientific journals, important publications, and well-known and underdeveloped research fields. According to the findings, formal productivity increased significantly between 2020 and 2022 due to isolated learning transitions, with peak levels expected in 2020-2022. Chinese and Iranian scientists have become major contributors to improving fellowship on this informative site. Through co-citation studies, the research further discovers the most well-known journals and articles and highlights the research’s areas of interest and underexplored themes through phrase co-occurrences. This study provides valuable insight for instructors, researchers, and education officials by advancing our understanding of key patterns in spun classrooms for English language teaching. This analysis comprehensively examines existing studies, synthesizes existing scientific developments, and provides thought-provoking directions for future research, expanding existing theoretical frameworks.

Pages: 10-20

DOI: 10.46300/9109.2025.19.2

International Journal of Education and Information Technologies, E-ISSN: 2074-1316, Volume 19, 2025, Art. #2

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