Bibliometric Analysis of Writing Anxiety Research in English Language Education

Abstract

This study presents a bibliometric analysis of writing anxiety research in English language education from 2016 to 2026 using 138 Scopus-indexed journal articles. Employing performance analysis and science mapping through Biblioshiny, it examines publication trends, influential journals, highly cited studies, leading countries, and emerging research themes. Findings reveal that the field is anchored on the interconnected constructs of writing anxiety, writing self-efficacy, and writing performance, with publication output increasing markedly after 2021, reflecting post-pandemic and AI-assisted learning contexts. Citation analysis identifies the foundational contributions of Tahmouresi and Papi, Rahimi, and Sabti et al., while author productivity remains concentrated among a small group of recurring scholars. China emerged as the most influential country in terms of citations, followed by Malaysia, the United States, Turkey, and New Zealand, highlighting the dominance of Asian and other non-Western EFL contexts. Despite sustained growth, the field exhibits limited international collaboration and underrepresentation of Latin America, sub-Saharan Africa, and much of Europe. The study recommends expanding database coverage, strengthening cross-country collaboration, and examining writing anxiety within AI-mediated writing environments and diverse learner populations. The findings provide a comprehensive overview of research trends and offer a benchmark for future scholarship and pedagogical innovation in English language education.