Phoneme–grapheme recognition in early EFL literacy development: A scientometric and bibliometric mapping study

Abstract

Phoneme–grapheme recognition plays a critical role in early literacy development, particularly in English as a Foreign Language (EFL) learning contexts where sound–symbol relationships differ from learners’ first language systems. This study aims to map the development of research on phoneme–grapheme recognition in early EFL literacy through a bibliometric and scientometric analysis of publications indexed between 2019 and 2025. Using data retrieved through Publish or Perish from the Scopus database, a total of 500 articles were identified, with 499 meeting the inclusion criteria for analysis. Descriptive and network-based analyses were conducted using Microsoft Excel, VOSviewer, and Bibliometrix, enabling examination of publication trends, citation patterns, authorship networks, and thematic evolution. Results show a steady increase in publications over the observed period, with the highest growth recorded in 2025. Co-occurrence visualizations revealed four dominant thematic clusters: foundational phonological skills, instructional practices, intervention-based research, and learner-specific challenges, including dyslexia and multilingual contexts. Recent research trends indicate a shift toward digital phonics tools, teacher training, and evidence-based instructional models. This study provides a comprehensive overview of research development in the field and identifies key gaps, including limited longitudinal studies, insufficient focus on neurodiverse learners, and minimal cross-linguistic comparative research. The findings offer a roadmap for future inquiry and evidence-based instructional improvement in early EFL literacy development.