Abstract
This bibliometric study investigates global research trends on phonological awareness in second language learning (SLL) among pre-primary school children from 2014 to 2023. The study utilizes data from the Dimensions database, and is guided by three objectives: analysing publication volume trends, identifying leading contributors (countries, institutions, authors, journals), and mapping dominant research themes. It employs the VOSviewer—a software tool for constructing and visualizing bibliometric networks—to conduct co-authorship, co-citation, and keyword co-occurrence analyses. The results show a steady increase in research output, peaking in 2021, reflecting a growing scholarly interest. The United States and United Kingdom dominated research contributions, with institutions—like the Florida State University—and scholars—such as Charles Hulme—leading productivity. Frontiers in Psychology and PLOS ONE emerged as the top journals. Thematic analysis revealed strong foci on intervention strategies, dyslexia, and vocabulary development; highlighting phonological awareness role in early SLL. However, African and multilingual contexts remained underrepresented, highlighting disparities in global research engagement. The study concludes that while global research on phonological awareness in SLL is expanding, it remains regionally skewed. It recommends fostering cross-regional collaborations, investing in teacher training, and integrating culturally responsive phonological instruction to support equitable early language learning.
Recommended Citation
Hassan, Fabiola and Sungwa, Reuben
(2025)
"Second Language Learning Among Pre-primary School Children: A Bibliometric Analysis of Global Research Trends,"
Journal of Humanities and Social Sciences: Vol. 14:
No.
1, Article 3.
DOI: 10.56279/f9s47735
Available at:
https://commons.udsm.ac.tz/jhss/vol14/iss1/3