Peta riset terkait literasi digital dalam konteks pendidikan bahasa pada database Scopus: Tinjauan bibliometrik Mapping research on digital literacy in the context of language education within the Scopus database: A bibliometric review
Main Article Content
Abstract
This study aims to mapping research, key contributors, collaboration patterns, and the thematic structure of digital literacy research in the context of language education within the Scopus database during the 2015–2024 period. The study employed a quantitative bibliometric approach with a descriptive exploratory design. Data were collected through searches of titles, abstracts, and keywords using a combination of terms related to digital literacy and language education, resulting in 277 documents. Publication metadata were exported and analyzed using VOSviewer to generate network maps of authors, institutions, countries, and keyword co-occurrences. The findings indicate that publication output increased sharply after 2020 and reached its peak in 2024. The most productive authors were Kohnke, Moorhouse, and Tour, while the leading institutions were dominated by Monash University and The Education University of Hong Kong. Geographically, the largest contributions came from Spain, the United States, and Australia, with increasing participation from Indonesia. The thematic analysis produced seven major clusters highlighting online learning, teachers’ digital competence, multimodality, mobile-based learning, and the integration of artificial intelligence in language learning.
Downloads
Download data is not yet available.
Article Details
How to Cite
Aswadi, A., Astuti, Y., Sakkir, G., & Ecca, S. (2026). Peta riset terkait literasi digital dalam konteks pendidikan bahasa pada database Scopus: Tinjauan bibliometrik. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 9(1), 199-212. https://doi.org/10.30872/diglosia.v9i1.1835
Issue
Section
Articles
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Every work in Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a CC BY-SA 4.0 DEED Attribution-ShareAlike 4.0 Internationalthat allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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.
- 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.
References
Aristovnik, A., Karampelas, K., Umek, L., & Ravšelj, D. (2023). Impact of the COVID-19 pandemic on online learning in higher education: A bibliometric analysis. Frontiers in Education, 8, Article 1225834. https://doi.org/10.3389/feduc.2023.1225834
Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Using chatbots as AI conversational partners in language learning. Applied Sciences, 12(17), Article 8427. https://doi.org/10.3390/app12178427
Cao, J., Bhuvaneswari, G., Arumugam, T., & Aravind, B. R. (2023). The digital edge: Examining the relationship between digital competency and language learning outcomes. Frontiers in Psychology, 14, Article 1187909. https://doi.org/10.3389/fpsyg.2023.1187909
Cook, H., Apps, T., Beckman, K., & Bennett, S. (2023). Digital competence for emergency remote teaching in higher education: Understanding the present and anticipating the future. Educational Technology Research and Development, 71(1), 7–32. https://doi.org/10.1007/s11423-023-10194-4
Dashtestani, R., & Hojatpanah, S. (2022). Digital literacy of EFL students in a junior high school in Iran: Voices of teachers, students and ministry directors. Computer Assisted Language Learning, 35(4), 635–665. https://doi.org/10.1080/09588221.2020.1744664
De Groot, F. O. (2025). Sticky voices: Affect and critical digital literacies in multimodal academic feedback. System, 134, Article 103808. https://doi.org/10.1016/j.system.2025.103808
Fadhilah Hutasuhut, R. (2025). Digital literacy in language learning in higher education. Proceeding International Seminar on Islamic Studies, 6(1), 23–31.
Feng, L., & Sumettikoon, P. (2024). An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions. International Journal of Educational Technology in Higher Education, 21(1), Article 42. https://doi.org/10.1186/s41239-024-00474-1
Jiang, B. (2025). Enhancing digital literacy in foreign language teaching in Chinese universities: Insights from a systematic review. Teaching and Teacher Education, 154, Article 104845. https://doi.org/10.1016/j.tate.2024.104845
Khan, F. Z., & Ahmad, S. A. (2024). Digital technology in English language learning: Opportunities, challenges, and innovations in India’s education landscape. International Journal of Teaching, Learning and Education, 3(6). https://doi.org/10.22161/ijtle.3.6.3
Kohnke, L. (2024). Optimizing digital competence through microlearning. Springer Nature Singapore. https://doi.org/10.1007/978-981-97-8839-2
Mahapatra, S., & Koltovskaia, S. (2025). A framework for focalising critical digital literacies in second language teacher education in the Global South. Asian-Pacific Journal of Second and Foreign Language Education, 10(1), 1–16. https://doi.org/10.1186/s40862-025-00350-z
Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, 38(4), 355–367. https://doi.org/10.1080/17439884.2013.783597
Moorhouse, B. L., Kohnke, L., & Wan, Y. (2023). A systematic review of technology reviews in language teaching and learning journals. RELC Journal, 54(2), 426–444. https://doi.org/10.1177/00336882221150810
Moya, S., & Camacho, M. (2021). Identifying the key success factors for the adoption of mobile learning. Education and Information Technologies, 26(4), 3917–3945. https://doi.org/10.1007/s10639-021-10447-w
Mukul, E., & Büyüközkan, G. (2023). Digital transformation in education: A systematic review of Education 4.0. Technological Forecasting and Social Change, 194, Article 122664. https://doi.org/10.1016/j.techfore.2023.122664
Müller, W., & Leyer, M. (2023). Understanding intention and use of digital elements in higher education teaching. Education and Information Technologies, 28(12), 15571–15597. https://doi.org/10.1007/s10639-023-11798-2
Nafisah, Y., Cahyani, I., Mulyati, Y., & Sastromiharjo, A. (2025). Peta riset modul ajar digital dalam pembelajaran membaca: Analisis bibliometrik dalam satu dekade. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(3), 807–820. https://diglosiaunmul.com/index.php/diglosia/article/view/1389/504
Pahlevi, N. R., Degeng, M. D. K., & Ulfa, S. (2024). Storybook berbasis Augmented Reality (AR) meningkatkan hasil belajar bahasa Inggris siswa. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 7(1), 1–8. https://doi.org/10.30872/diglosia.v7i1.880
Prasetyo, L., Benu, N. N., Supartini, N. L., & Sulasmini, N. M. A. (2025). The strategy of storynomics and its application in teaching speaking for university students: A literature review. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(2), 423–434. https://doi.org/10.30872/diglosia.v8i2.1144
Reddy, P., Chaudhary, K., & Hussein, S. (2023). A digital literacy model to narrow the digital literacy skills gap. Heliyon, 9(4), Article e14878. https://doi.org/10.1016/j.heliyon.2023.e14878
Sillat, L. H., Tammets, K., & Laanpere, M. (2021). Digital competence assessment methods in higher education: A systematic literature review. Education Sciences, 11(8), Article 402. https://doi.org/10.3390/educsci11080402
Tour, E., Creely, E., Waterhouse, P., & Henderson, M. (2023). Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings. Journal of Adolescent & Adult Literacy, 67(3), 150–161. https://doi.org/10.1002/jaal.1309
Zhang, Y. (2025). Impact of digital literacy on college students’ English proficiency: The mediating role of learning motivation and the moderating effect of technological self-efficacy. Acta Psychologica, 259, Article 105452. https://doi.org/10.1016/j.actpsy.2025.105452
Zhao, B., & Zhou, J. (2024). Research hotspots and trends in digitalization in higher education: A bibliometric analysis. Heliyon, 10(21), Article e39806. https://doi.org/10.1016/j.heliyon.2024.e39806
Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, Article 104212. https://doi.org/10.1016/j.compedu.2021.104212
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10, Article 1562391. https://doi.org/10.3389/feduc.2025.1562391
Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Using chatbots as AI conversational partners in language learning. Applied Sciences, 12(17), Article 8427. https://doi.org/10.3390/app12178427
Cao, J., Bhuvaneswari, G., Arumugam, T., & Aravind, B. R. (2023). The digital edge: Examining the relationship between digital competency and language learning outcomes. Frontiers in Psychology, 14, Article 1187909. https://doi.org/10.3389/fpsyg.2023.1187909
Cook, H., Apps, T., Beckman, K., & Bennett, S. (2023). Digital competence for emergency remote teaching in higher education: Understanding the present and anticipating the future. Educational Technology Research and Development, 71(1), 7–32. https://doi.org/10.1007/s11423-023-10194-4
Dashtestani, R., & Hojatpanah, S. (2022). Digital literacy of EFL students in a junior high school in Iran: Voices of teachers, students and ministry directors. Computer Assisted Language Learning, 35(4), 635–665. https://doi.org/10.1080/09588221.2020.1744664
De Groot, F. O. (2025). Sticky voices: Affect and critical digital literacies in multimodal academic feedback. System, 134, Article 103808. https://doi.org/10.1016/j.system.2025.103808
Fadhilah Hutasuhut, R. (2025). Digital literacy in language learning in higher education. Proceeding International Seminar on Islamic Studies, 6(1), 23–31.
Feng, L., & Sumettikoon, P. (2024). An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions. International Journal of Educational Technology in Higher Education, 21(1), Article 42. https://doi.org/10.1186/s41239-024-00474-1
Jiang, B. (2025). Enhancing digital literacy in foreign language teaching in Chinese universities: Insights from a systematic review. Teaching and Teacher Education, 154, Article 104845. https://doi.org/10.1016/j.tate.2024.104845
Khan, F. Z., & Ahmad, S. A. (2024). Digital technology in English language learning: Opportunities, challenges, and innovations in India’s education landscape. International Journal of Teaching, Learning and Education, 3(6). https://doi.org/10.22161/ijtle.3.6.3
Kohnke, L. (2024). Optimizing digital competence through microlearning. Springer Nature Singapore. https://doi.org/10.1007/978-981-97-8839-2
Mahapatra, S., & Koltovskaia, S. (2025). A framework for focalising critical digital literacies in second language teacher education in the Global South. Asian-Pacific Journal of Second and Foreign Language Education, 10(1), 1–16. https://doi.org/10.1186/s40862-025-00350-z
Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, 38(4), 355–367. https://doi.org/10.1080/17439884.2013.783597
Moorhouse, B. L., Kohnke, L., & Wan, Y. (2023). A systematic review of technology reviews in language teaching and learning journals. RELC Journal, 54(2), 426–444. https://doi.org/10.1177/00336882221150810
Moya, S., & Camacho, M. (2021). Identifying the key success factors for the adoption of mobile learning. Education and Information Technologies, 26(4), 3917–3945. https://doi.org/10.1007/s10639-021-10447-w
Mukul, E., & Büyüközkan, G. (2023). Digital transformation in education: A systematic review of Education 4.0. Technological Forecasting and Social Change, 194, Article 122664. https://doi.org/10.1016/j.techfore.2023.122664
Müller, W., & Leyer, M. (2023). Understanding intention and use of digital elements in higher education teaching. Education and Information Technologies, 28(12), 15571–15597. https://doi.org/10.1007/s10639-023-11798-2
Nafisah, Y., Cahyani, I., Mulyati, Y., & Sastromiharjo, A. (2025). Peta riset modul ajar digital dalam pembelajaran membaca: Analisis bibliometrik dalam satu dekade. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(3), 807–820. https://diglosiaunmul.com/index.php/diglosia/article/view/1389/504
Pahlevi, N. R., Degeng, M. D. K., & Ulfa, S. (2024). Storybook berbasis Augmented Reality (AR) meningkatkan hasil belajar bahasa Inggris siswa. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 7(1), 1–8. https://doi.org/10.30872/diglosia.v7i1.880
Prasetyo, L., Benu, N. N., Supartini, N. L., & Sulasmini, N. M. A. (2025). The strategy of storynomics and its application in teaching speaking for university students: A literature review. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(2), 423–434. https://doi.org/10.30872/diglosia.v8i2.1144
Reddy, P., Chaudhary, K., & Hussein, S. (2023). A digital literacy model to narrow the digital literacy skills gap. Heliyon, 9(4), Article e14878. https://doi.org/10.1016/j.heliyon.2023.e14878
Sillat, L. H., Tammets, K., & Laanpere, M. (2021). Digital competence assessment methods in higher education: A systematic literature review. Education Sciences, 11(8), Article 402. https://doi.org/10.3390/educsci11080402
Tour, E., Creely, E., Waterhouse, P., & Henderson, M. (2023). Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings. Journal of Adolescent & Adult Literacy, 67(3), 150–161. https://doi.org/10.1002/jaal.1309
Zhang, Y. (2025). Impact of digital literacy on college students’ English proficiency: The mediating role of learning motivation and the moderating effect of technological self-efficacy. Acta Psychologica, 259, Article 105452. https://doi.org/10.1016/j.actpsy.2025.105452
Zhao, B., & Zhou, J. (2024). Research hotspots and trends in digitalization in higher education: A bibliometric analysis. Heliyon, 10(21), Article e39806. https://doi.org/10.1016/j.heliyon.2024.e39806
Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, Article 104212. https://doi.org/10.1016/j.compedu.2021.104212
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10, Article 1562391. https://doi.org/10.3389/feduc.2025.1562391