Speaker
Abstract section 1: Relevance
This presentation is relevant to current theory and research as Language Learning Beyond the Classroom (LLBC) has become central to sociocultural, ecological, and digital learning perspectives, yet its intellectual evolution has not been systematically examined. By providing a longitudinal bibliometric analysis (1995–2025), the study clarifies how key theories, themes, and methodological trends have shaped the field. For practice, it highlights shifting learning ecologies, from physical communities to digitally mediated environments, informing educators and policymakers about broader developments. The findings offer a structured evidence base to guide future research agendas and theoretical refinement in LLBC scholarship.
Abstract section 4: Outcomes/results
The findings show that LLBC research has expanded significantly since the mid-2000s, with rapid growth in studies on digitally mediated and mobile learning environments. Early scholarship focused on informal physical contexts, while recent work emphasizes online platforms, gaming, and social media. Persistent themes include learner autonomy, identity, and motivation. The analysis also identifies leading journals, influential scholars, and strong contributions from East Asia and Europe. Emerging trends point toward AI-mediated learning and data-driven approaches, indicating a shift toward technologically enhanced learning ecologies.
Abstract section 3: Content/method
This study employs a bibliometric research design using Scopus-indexed publications on Language Learning Beyond the Classroom (1995–2025). Data were analyzed through bibliometric mapping (co-citation, co-authorship, and keyword co-occurrence), descriptive statistical analysis, and content analysis of highly cited works. These complementary methods enabled identification of influential publications, thematic trends, scholarly networks, geographic distribution, and the field’s intellectual evolution over two decades.
Abstract section 5: References
García Botero, G., Botero Restrepo, M. A., Zhu, C., & Questier, F. (2021). Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference? Computer Assisted Language Learning, 34(8), 1013–1039. https://doi.org/10.1080/09588221.2019.1650780
Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25. https://doi.org/10.64152/10125/44667
Guo, X., & Lee, J. S. (2023). A systematic review of Informal Digital Learning of English: An ecological systems theory perspective. System, 117. https://doi.org/10.1016/J.SYSTEM.2023.103097
Hallinger, P., & Kovačević, J. (2019). A Bibliometric Review of Research on Educational Administration: Science Mapping the Literature, 1960 to 2018. Review of Educational Research, 89(3), 335–369. https://doi.org/10.3102/0034654319830380;PAGE:STRING:ARTICLE/CHAPTER
Hyland, F. (2004). Learning autonomously: Contextualising out-of-class english language learning. Language Awareness, 13(3), 180–202. https://doi.org/10.1080/09658410408667094;CTYPE:STRING:JOURNAL
Ibna Seraj, P. M., Klimova, B., & Khan, R. (2024). Visualizing Research Trends in English Language Teaching (ELT) From 2013 to 2022: A Bibliometric Analysis. SAGE Open, 14(2). https://doi.org/10.1177/21582440241251998
Inayati, N., Sanjani, M. I., Jayanti, F. G., Gao, X., & Nguyen, H. T. M. (2025). Online informal language learning (OILL): a systematic review of studies (2014–2023). Innovation in Language Learning and Teaching, 19(4), 335–351. https://doi.org/10.1080/17501229.2024.2355296
Jurkovič, V. (2019). Online informal learning of English through smartphones in Slovenia. System, 80, 27–37. https://doi.org/10.1016/J.SYSTEM.2018.10.007
Abstract section 2: Contribution/research questions
This research presentation addresses the following questions: (1) Which foundational publications have shaped the development of Language Learning Beyond the Classroom (1995–2025)? (2) What major and persistent research themes characterize the field across three decades? (3) Which journals, countries, scholars, and research networks have had the greatest scholarly impact? (4) What emerging trends and future directions can be identified from bibliometric patterns?
| Title | The Changing Landscape of Informal Language Learning |
|---|---|
| Teaching Context | College and university education |