ArticleF1000Research2025
Critical Thinking in English Language Teaching: A Bibliometric Analysis .
Article in F1000Research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Dynamic relationships among first-year university students' critical thinking, academic self-concept, and student engagement: a cross-lagged study.Frontiers in psychology · 2026Article
- Critical Thinking in English Language Teaching: A Bibliometric Analysis .F1000Research · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Critical thinking (CT) is a fundamental skill in English Language Teaching (ELT) and a key requirement for 21st century education. Despite its pedagogical importance, a comprehensive understanding of research trends and developments in this field remains limited. This study aims to map the evolution of CT research within ELT by examining publication trends, influential authors and journals, thematic patterns, and existing research gaps. Methods: Bibliometric approach was employed to analyse publications on CT in ELT from 2009 to 2024. Data was retrieved from the Scopus database, and 129 eligible publications were examined using VOSviewer, Biblioshiny (R 4.4.1), and Microsoft Excel. The analysis focused on publication growth, citation performance, author and country productivity, keyword co-occurrence mapping, and thematic structures. Results: Findings indicate a consistent rise in CT related publications in ELT, with a significant increase between 2009 and 2024. Indonesia was identified as the most productive country, although international collaboration remains limited. The most influential journals include Theory and Practice in Language Studies and the Journal of Language Teaching and Research. Keyword Clustering revealed major themes centred on pedagogy, digital technology, and student engagement, indicating a shift from theoretical discussions toward more applied research directions. Conclusion: The growing scholarly attention to CT in ELT highlights its increasing academic relevance but also exposes persistent gaps in empirical implementation and cross-national collaboration. Future research should prioritise inclusive, data driven, and longitudinal approaches that integrate pedagogical experimentation and sociocultural perspectives to strengthen CT development in diverse educational settings.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.