Game-based learning in English language education: A trend and mapping analysis

Abstract

This study presents a bibliometric analysis of research on game-based learning in English language education, aiming to identify publication trends, influential studies, thematic structures, and research gaps. Data were collected using Publish or Perish from Google Scholar, resulting in an initial dataset of 500 documents published between 2020 and 2026. After data screening and cleaning, 499 publications were analyzed using VOSviewer to generate co-occurrence, overlay, and density visualizations. The findings reveal a substantial increase in research output over time, rising from 30 publications (6.01%) in 2021, the lowest point in the dataset, to 177 publications (35.47%) in 2025, the highest level of scholarly activity. Citation analysis indicates that the most influential studies emphasize the integration of digital tools, gamification strategies, and learner-centered pedagogies. Keyword co-occurrence analysis identifies motivation, engagement, and vocabulary learning as dominant research themes, while emerging trends highlight the growing adoption of advanced technologies such as artificial intelligence and adaptive learning systems. However, higher-order language skills, including writing and critical reading, remain relatively underexplored. This study contributes to the literature by providing a comprehensive overview of the intellectual structure of the field and identifying future research directions for more complex and integrative applications of game-based learning in English language education.