Bibliometric analysis of technology-supported language learning: LMOOC trend in China
DOI:
https://doi.org/10.24310/innoeduca.2023.v9i2.17362Keywords:
LMOOC, Language learning, Research methods, Information and Communication Technologies (ICT)Abstract
Interest in LMOOCs (Language Massive Open Online Courses) has increased in terms of research and number of courses offered, due to their potential for developing training processes and for working on these contents with technologies. Situating the interest in the publications made on LMOOC in China, this study aims to bibliometrically analyze said scientific production in Scopus. The final sample was made up of 134 publications, which were analyzed using different bibliometric techniques (bibliographic coupling, co-citation, co-occurrence). The results indicate a stabilized scientific production since its inception in 2014, with further development in the years of the COVID-19 pandemic. Indexing predominates in the areas of computer science and social sciences. Contributions to conferences and articles predominate. The most cited publications focus on systematic reviews, student autonomy and active methodologies combined with LMOOC. Other influential publications focus on defining the quality criteria to carry out an LMOOC and the emotional factor involved in the development of these courses. Among the potential future courses of action, highlight the adoption of more personalized formats such as the SPOC or the inclusion of methodologies such as the flipped classroom. It is concluded that this study on scientific production will allow the development of new avenues of research on LMOOCs from what already exists.
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