A Bibliometric Analysis of Emotions in Second Language Learning from 2004 to 2023

Abstract

In recent years, emotions in the realm of second language learning has increasingly gathered the attention of the academic community. Understanding learners' emotions holds great significance in comprehending the process of acquiring a second language language. The purpose of this paper is to provide a comprehensive overview of the current status and emerging trends in the field of emotions in second language learning from 2004 to 2023, serving as a valuable reference for future research on the topic. A meticulous search was conducted on the Web of Science core database to identify relevant literature on emotions in second language learning published during the specified period. The collected data were subjected to analysis and visualization using the tools and software, including MS Excel and Biblioshiny. The overall number of publications exhibited a positive upward trend each year. Core highly cited source journals in this domain included System, Frontiers in Psychology and Modern Language Journal boasting a significant number of articles, citations and influence factors. Jean-Marc Dewaele emerged as the most influential author in the field. Among the most cited documents, a substantial portion of the research focused on foreign language enjoyment and anxiety. The countries at the forefront of international cooperation were China, the United Kingdom and the USA. China and the United Kingdom exhibit the most frequent cooperation. The hotspots in emotional studies of second language learners in these 20 years encompassed keywords like anxiety, motivation, positive psychology including enjoyment, willingness and more. Additionally, burnout, anxiety, motivation and positive psychology define the evolving research trends in this domain. There exists a potential avenue for future research to explore multidimensional emotional themes. This exploration could offer educators, researchers, and learners a more holistic understanding of the emotional dimensions of second language learning. Furthermore, author collaborations in the field are mainly centered in Asia, Europe and North America, with less involvement from South American and African countries. Collaborative efforts often manifest in small and intermittent groups, without the establishment of extensive international research institutions. In the future, opportunities arise for enhancing national collaborations between governments and institutions to strengthen research initiatives.