Visualizing CEFR Implementation in English Language Teaching: A Bibliometric Trend Analysis (2015–2025)

Heppy Mutammimah

doi:10.66947/pasaa.v73ispc.2213

Authors

Heppy Mutammimah Politeknik Negeri Banjarmasin

DOI:

https://doi.org/10.66947/pasaa.v73ispc.2213

Keywords:

Bibliometric analysis, CEFR, English Language Teaching, Biblioshiny, VOSviewer

Abstract

The Common European Framework of Reference for Languages (CEFR) has become a foundational benchmark for language proficiency assessment and curriculum design in English language teaching (ELT). However, despite its expanding influence, evidence on how CEFR is implemented across diverse ELT contexts remains fragmented. This study presents a comprehensive bibliometric analysis and science mapping of CEFR implementation in ELT from 2015 to 2025. Using a descriptive quantitative approach and a dataset of Scopus-indexed journal articles and conference papers, the study combines performance analysis with network-based visualizations generated through VOSviewer and Biblioshiny. The analysis covers annual scientific production, leading authors, journals, institutions, and countries, as well as co-authorship networks, keyword co-occurrence, conceptual structures, and thematic evolution. The findings indicate a marked growth in CEFR-related ELT publications, with strong contributions from Europe and Asia, particularly Malaysia, Spain, and the United Kingdom. Dominant themes cluster around language assessment and testing, proficiency modeling, and writing-focused pedagogy, while emerging topics include multilingualism, academic writing, digital and e-learning environments, and early work on AI-supported assessment. Thematic evolution maps show a shift from policy and test-oriented research toward learner-centered, classroom-based, and technology-mediated implementations

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