An examination of the studies on foreign language teaching in pre-school education: a bibliometric mapping analysis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aims to provide a bibliometric mapping analysis of the studies on foreign language teaching in early childhood education in Web of Science. A total of 638 studies were reached however 596 studies were selected for the analysis. For bibliometric analysis, VOSViewer programme was used in order to reveal the most used keywords, words in the abstracts, citation analyses and co-citation analyses in the studies. In addition, whether any technology was adopted in the studies was examined within 76 studies. The results showed that the most used keywords were English language learning, bilingualism, English as a second language, and English learners. The most used words in the abstracts were teacher, acquisition and effect. Bialystok and Cummins, are the most cited authors in this field. The most cited journals are Journal of Educational Psychology and Applied Psycholinguistics. The studies have been mostly published in Spain, Sweden, and Israel. In addition, it is observed that the studies started in 2012 mainly in the United States, Canada, England and Germany. When technology use in the studies was examined, ICT in education, multimedia, digital technologies, instructional technology, technology integration were used in the studies. This study provides a guide for new studies, to identify the trends in the field and to compare the existing research on the topic. Consequently, it is suggested that future researches need focusing more on the pedagogical aspects and testing whether teaching environments supported by new technologies contribute to foreign language education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | Bibliometrics Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | low |
| gpt | Bibliometrics Domain: not available · Genre: Review About the Canadian research system: no · About a Canadian topic: no | Observational | low |
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.011 | 0.025 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it