Informal Learning of English or English Learning Beyond the Classroom? A Systematic and Bibliometric Review (1998-2024)

Abstract

As digitization advances, English learning has gained prominence increasingly among language researchers. However, informal learning of English (ILE) or English learning beyond the classroom (ELBC) have struggled with conceptual ambiguity and a lack of systematic bibliometric reviews regarding their evolution in the context of higher education. This study addresses this gap through a comprehensive literature review employing both quantitative and qualitative methods to examine these concepts and identifies emerging trends. This study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-2020) framework, and 678 publications were selected between 1998 and 2024. Excels, VOSviewer, and CiteSpace were used to visualize data on publications, research collaboration, authorship, international collaborations and co-occurrence. The findings revealed significant shifts in the focus and scope of ILE/ELBC research, highlighting four phases: Emergence from 1998 to 2009, technology integration from 2010 to 2015, digital trend from 2016 to 2020, and current state 2021-2024. Besides, this study contributes to the literature by providing a comprehensive evolution of ILE/ELBC, and identifying four key drivers: learner autonomy, self-regulation, self-direction, and technology. These insights offer valuable implications for educators and researchers interested in the evolving dynamics of ILE/ELBC in higher education.