Advances and challenges in online language learning: a bibliometric analysis

The ongoing innovation in information and communication technologies (ICTs) has brought both opportunities and challenges to language education in the twenty-first century. While it is crucial to embrace these advancements, it is equally important to review historical research on online language learning (OLL). This study presents a bibliometric and visual analysis of 2275 literature related to OLL in the WoS database's core collection. The objective is to identify key research characteristics, strengths, topics, knowledge structure, and emerging trends in the field. Extensive quantitative analysis reveals that OLL research has undergone three developmental stages from 2000 to 2023. Through keyword co-occurrence analysis, this study identifies that the evolution of research themes in OLL aligns with its three phases of development, reflected multidisciplinary expansion. Moreover, document co-citation analysis highlights a shift from technology-centric focus to pedagogy-centered approach within the intellectual structure map. This implies an increasing emphasis on pedagogical implementation of technology and learner studies in future OLL research endeavors. Additionally, issues related to learners' and teachers' attitudes are discussed along with the relationship between technology-enhanced language learning and linguistic research for insights into future directions.