Task-based language teaching: Global research trends and thematic developments from a bibliometric and systematic perspective
Task-Based Language Teaching (TBLT) has become a central pedagogical approach in second and foreign language education, emphasizing meaningful communication and learner-centered instruction. Despite the growing body of research, a comprehensive and systematically structured synthesis of its intellectual development remains limited, particularly in terms of quantitative mapping of global research trends. This study aims to systematically review and bibliometrically analyze Scopus-indexed publications on TBLT published between 2000 and December 2025 to map publication trends, thematic evolution, geographical distribution, and influential authors in the field. A Systematic Literature Review was integrated with bibliometric analysis to ensure methodological rigor and analytical depth. Data were retrieved from the Scopus database using the keyword “Task-Based Language Teaching” applied to titles, abstracts, and keywords. Descriptive and trend analyses were conducted using RStudio, while VOSviewer was employed to visualize keyword co-occurrence, thematic clusters, and author collaboration networks. The results indicate a steady growth in TBLT publications, particularly since the mid-2010s, reflecting the maturation and global expansion of the field. Thematic evolution analysis reveals a shift from early concerns with form-focused instruction toward broader pedagogical, contextual, and technology-mediated approaches. Keyword co-occurrence mapping demonstrates strong conceptual coherence alongside increasing thematic diversification. The geographical distribution highlights substantial contributions from both English-speaking and EFL contexts, although disparities in research visibility remain evident. Influential author analysis confirms the sustained impact of foundational scholars alongside the emergence of new research communities. Overall, this study provides a comprehensive and data-driven overview of the intellectual landscape of TBLT research and offers strategic insights for future investigations in task-based and technology-enhanced language pedagogy.