Exploring Research Trends of Online Learning for Developing English Reading Skills: A Bibliometric Analysis

Authors

  • Dr. Prodhan Mahbub Ibna Seraj American International University-Bangladesh, Bangladesh
  • Mohammad Hamidul Haque Senior Assistant Professor, Department of English, American International University-Bangladesh, Dhaka, Bangladesh, Bangladesh https://orcid.org/0000-0002-8853-6998
  • Dr. Md. Asif Kamal Professor, Department of English, American International University-Bangladesh, Dhaka, Bangladesh, Bangladesh https://orcid.org/0000-0002-9213-0560

DOI:

https://doi.org/10.29240/ef.v10i1%20May.12661

Keywords:

online teaching practice, English Reading, Bibliometric analysis

Abstract

Increasing research has demonstrated the importance of online reading for teaching and improving EFL students' reading abilities. However, there are few studies using bibliometrics to examine the literature and identify patterns in this field. This study aimed to identify significant trends within this field of research and to develop an intellectual overview of relevant scholarly work. Bibliographic data for 82 research publications published between 2008 and 2022 (February) were obtained from the Scopus database. Perish/publish, and the VOS viewer was used for data analysis. The publication trend was analyzed using bibliographic indicators, focusing on characteristics such as the most productive year, the top 10 most cited authors, document types, and prominent themes based on the frequently used keywords within the study area. The study's conclusions demonstrate that since 2017, the body of literature in this area has been continuously growing. However, during the COVID-19 epidemic in 2021, the number of research studies skyrocketed. Based on the findings of twenty studies, research was carried out on reading methods, the effects of online reading, and the distinctions between online and printed reading. In light of the aforementioned study, this paper concludes by attempting to outline some potential topics for further investigation.

Downloads

Download data is not yet available.

References

Baneyx, A. (2008). “Publish or Perish” as citation metrics used to analyze scientific output in the humanities: International case studies in economics, geography, social sciences, philosophy, and history. Archivum Immunologiae et Therapiae Experimentalis, 56(6), 363–371. https://doi.org/10.1007/s00005-008-0043-0

Beach, K. D., Washburn, E. K., Gesel, S. A., & Williams, P. (2021). Pivoting an Elementary Summer Reading Intervention to a Virtual Context in Response to COVID-19: An Examination of Program Transformation and Outcomes. Journal of Education for Students Placed at Risk, 26(2), 112–134. https://doi.org/10.1080/10824669.2021.1906250

Chen, X., & Wang, S. (2018). A bibliometric analysis of event detection in social media social media. Online Information Review. https://doi.org/10.1108/OIR-03-2018-0068

Ciampa, K. (2012). ICANREAD: The effects of an online reading program on grade 1 students’ engagement and comprehension strategy use. Journal of Research on Technology in Education, 45(1), 27–59. https://doi.org/10.1080/15391523.2012.10782596

Coiro, J. (2011). Predicting Reading Comprehension on the Internet: Contributions of Offline Reading Skills, Online Reading Skills, and Prior Knowledge. Journal of Literacy Research, 43(4), 352–392. https://doi.org/10.1177/1086296X11421979

Coiro, Julie. (2011). Predicting Reading Comprehension on the Internet: Contributions of Offline Reading Skills, Online Reading Skills, and Prior Knowledge. Journal of Literacy Research, 43(4), 352–392. https://doi.org/10.1177/1086296X11421979

Delgado, P., & Salmerón, L. (2021). The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure. Learning and Instruction, 71. https://doi.org/10.1016/j.learninstruc.2020.101396

Goodwin, A. P., Cho, S.-J., Reynolds, D., Brady, K., & Salas, J. (2020). Digital Versus Paper Reading Processes and Links to Comprehension for Middle School Students. American Educational Research Journal, 57(4), 1837–1867. https://doi.org/10.3102/0002831219890300

Hsu, H.-Y., & Wang, S. (2011). The impact of using blogs on college students’ reading comprehension and learning motivation. Literacy Research and Instruction, 50(1), 68–88. https://doi.org/10.1080/19388070903509177

Hwang, G.-J., Chen, M.-R. A., Sung, H.-Y., & Lin, M.-H. (2019). Effects of integrating a concept mapping-based summarization strategy into flipped learning on students’ reading performances and perceptions in Chinese courses. British Journal of Educational Technology, 50(5), 2703–2719. https://doi.org/10.1111/bjet.12708

Ibna Seraj, P. M., Hasan, M. K., & Habil, H. (2020). English Teacher’s Views on the Barriers of Implementing E-learning during the Covid-19 Pandemic at the Private Universities in Bangladesh. Journal of Advanced Research in Dynamical and Control Systems, 12(08-SPECIAL ISSUE), 1033–1041. https://doi.org/10.5373/jardcs/v12sp8/20202611

Jan, N., & Ludo, V. E. (2010). Software survey : VOSviewer , a computer program for bibliometric mapping. Scientometrics, 84, 523–538. https://doi.org/10.1007/s11192-009-0146-3

Kazakoff, E. R., Macaruso, P., & Hook, P. (2018). Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners. Educational Technology Research and Development, 66(2), 429–449. https://doi.org/10.1007/s11423-017-9565-7

Korat, O., & Segal-Drori, O. (2016). E-Book and Printed Book Reading in Different Contexts as Emergent Literacy Facilitator. Early Education and Development, 27(4), 532–550. https://doi.org/10.1080/10409289.2016.1095613

Lam, C. N. C., & Habil, H. (2021). Bibliometric Analysis of Research on Peer Feedback in Teaching and Learning. Pertanika Journal of Social Sciences and Humanities, 29(3), 1957–1980. https://doi.org/10.47836/pjssh.29.3.25

Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2015). The new literacies of online research and comprehension: Rethinking the reading achievement Gap. Reading Research Quarterly, 50(1), 37–59. https://doi.org/10.1002/rrq.85

Liang, T.-H., & Huang, Y.-M. (2014). An investigation of reading rate patterns and retrieval outcomes of elementary school students with E-books. Educational Technology & Society, 17(1), 218–230.

Liao, H., Tang, M., Luo, L., Li, C., Chiclana, F., & Zeng, X. (2018). A Bibliometric Analysis and Visualization of Medical Big Data Research. Sustainability, 10(166), 1–18. https://doi.org/10.3390/su10010166

Meho, L. I. (2020). Using Scopus ’ s CiteScore for assessing the quality of computer science conferences. Journal of Informetrics, 13(1), 419–433. https://doi.org/10.1016/j.joi.2019.02.006

Mohd Noor, N., Azman, H., Mohd Nor, N. F., Hamat, A., & Bakar, N. A. (2011). Development and evaluation of the interactive English Language Literacy System (i-ELLS) for online reading comprehension. 3L: Language, Linguistics, Literature, 17(SPEC. ISSUE), 19–30. https://www.scopus.com/inward/record.uri?eid=2-s2.0-80755163071&partnerID=40&md5=f52bd9513075a8757630cb244ac07ae5

Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: a comparative analysis. Scientometrics, 106(1), 213–228. https://doi.org/10.1007/s11192-015-1765-5

Murphy, P. (2010). Web-based collaborative reading exercises for learners in remote locations: The effects of computer-mediated feedback and interaction via computer-mediated communication. ReCALL, 22(2), 112–134. https://doi.org/10.1017/S0958344010000030

Nielen, T. M. J., Smith, G. G., Sikkema-de Jong, M. T., Drobisz, J., van Horne, B., & Bus, A. G. (2018). Digital Guidance for Susceptible Readers: Effects on Fifth Graders’ Reading Motivation and Incidental Vocabulary Learning. Journal of Educational Computing Research, 56(1), 48–73. https://doi.org/10.1177/0735633117708283

Ramli, N. F. M., Darus, S., & Bakar, N. A. (2011). Metacognitive online reading strategies of adult ESL learners using a Learning Management System. Theory and Practice in Language Studies, 1(3), 195–204. https://doi.org/10.4304/tpls.1.3.195-204

Rockinson- Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students’ learning. Computers and Education, 63, 259–266. https://doi.org/10.1016/j.compedu.2012.11.022

Salmerón, L., García, A., & Vidal-Abarca, E. (2018). The development of adolescents’ comprehension-based Internet reading activities. Learning and Individual Differences, 61(September 2017), 31–39. https://doi.org/10.1016/j.lindif.2017.11.006

Sanguankaew, P., & Ractham, V. V. (2019). Bibliometric Review of Research on Knowledge Management and Sustainability , 1994 – 2018. Sustainability Review, 11, 1–20. https://doi.org/10.3390/su11164388

Shakil, R. M., Mollah, A., Rahman, S. T., & Habib, M. (2020). A Bibliometric Review of Global Research on Human Resources Management and Supply Chain Management. Int. J Sup. Chain. Mgt, 9(4), 173–184.

Shimray, S. R., Keerti, C., & Ramaiah, C. K. (2015). An overview of mobile reading habits. DESIDOC Journal of Library and Information Technology, 35(5), 343–354. https://doi.org/10.14429/djlit.35.5.8901

Talan, T. (2021). Bibliometric Analysis of the Research on Seamless Learning. International Journal of Technology in Education, 4(3), 428–442. https://doi.org/10.46328/ijte.113

Turner, K. H., Hicks, T., & Zucker, L. (2020). Connected Reading: A Framework for Understanding How Adolescents Encounter, Evaluate, and Engage With Texts in the Digital Age. Reading Research Quarterly, 55(2), 291–309. https://doi.org/10.1002/rrq.271

Washburn, E. K., Beach, K. D., Gesel, S. A., Billingsley, M., Howard, C., King, B., & Vintinner, J. P. (2021). Zooming Into Summer: Key Takeaways From a Virtual Summer Reading Intervention. Reading Teacher, 74(6), 812–818. https://doi.org/10.1002/trtr.2000

Wu, J. Y., & Peng, Y.-C. (2017). The modality effect on reading literacy: perspectives from students’ online reading habits, cognitive and metacognitive strategies, and web navigation skills across regions. Interactive Learning Environments, 25(7), 859–876. https://doi.org/10.1080/10494820.2016.1224251

Zhang, S., & Duke, N. K. (2008). Strategies for internet reading with different reading purposes: A descriptive study of twelve good internet readers. Journal of Literacy Research, 40(1), 128–162. https://doi.org/10.1080/10862960802070491

Zhang, X. (2019). State of the Scholarship A BIBLIOMETRIC ANALYSIS OF SECOND LANGUAGE. Studies in Second Language Acquisition, 17, 1–24. https://doi.org/10.1017/S0272263119000573

Downloads

Published

2026-01-15

How to Cite

Ibna Seraj, D. P. M., Haque, M. H., & Kamal, D. M. A. (2026). Exploring Research Trends of Online Learning for Developing English Reading Skills: A Bibliometric Analysis. ENGLISH FRANCA : Academic Journal of English Language and Education, 10(1 May), 1–12. https://doi.org/10.29240/ef.v10i1 May.12661

Issue

Vol. 10 No. 1 May (2026)

Section

Articles

Citation Check

License

Copyright (c) 2026 Dr. Prodhan Mahbub Ibna Seraj, Mohammad Hamidul Haque, Dr. Md. Asif Kamal

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).