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Article

Mapping the Landscape of Technology-Related Research on Foreign Language Anxiety: A Bibliometric Review (2001–2025)

Hui Jiang ORCID ,  Rafizah Mohd Rawian ORCID

    Received: 4 February 2026; Revised: 5 March 2026; Accepted: 26 March 2026; Published: 3 July 2026

    Abstract

    This study uses bibliometric analysis of journal papers published between 2001 and 2025 to investigate the state of the research on technology-related foreign language anxiety (FLA). 224 articles that were indexed in the Scopus database were included in the data. This study used the Bibliometrix package in R to examine publishing patterns, top journals, authors, and institutions, records of international collaboration, and the thematic structure of the field using bibliometric performance indicators and scientific mapping approaches. The findings indicate a consistent and incredibly rapid rise in publications during the past ten years. The majority of the research field's progress is published by a small number of writers and institutions in a limited number of journals. Although China now accounts for the majority of articles geographically, extensive international collaborative networks are still limited and in the early stages of development. Research focus has clearly changed throughout time, as seen by thematic and keyword analysis. While computer-assisted language learning and technology-enhanced learning environments have historically been the focus of education technology research, more recent literature shows a growing interest in artificial intelligence, immersive technologies, and data-informed digital learning contexts. Foreign language anxiety is the subject of an increasing amount of study, which typically places it in positive psychological contexts and focuses on its relationship to motivation, self-efficacy, and communication willingness. These findings will help better understand the origins of technology FLA research and how it is evolving. They can also provide references for upcoming investigations into the potential effects of digital technologies on language learners' emotions.

    Keywords

    References

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