VietTESOL International Convention 2026

Global Englishes research has expanded rapidly across applied linguistics, sociolinguistics, English language teaching, and English-medium instruction, yet its broader intellectual structure remains insufficiently mapped. This study provides a bibliometric analysis of Global Englishes research in language education published between 1999 and 2026.
Drawing on 738 Web of Science-indexed documents, the study used the bibliometrix package to examine publication growth, influential sources, productive authors and countries, collaboration patterns, citation structures, and thematic evolution. The findings reveal a marked expansion of the field after 2014, with an annual growth rate of 16% and peak output in 2025. World Englishes, Journal of English as a Lingua Franca, System, TESOL Quarterly, and ELT Journal emerged as major publication venues, while Boonsuk, Fang, Galloway, Baker, Bayyurt, Lee, Rose, Bolton, Mendoza, Ambele, and McKinley were among the most productive contributors.
China was the most productive country, followed by the United States, the United Kingdom, Japan, Spain, and Thailand; however, citation influence remained strongest in the United Kingdom and the United States. Collaboration analysis revealed several active author, institutional, and country clusters, but also indicated moderate fragmentation and limited international co-authorship.
Thematic analysis showed a clear transition from foundational concerns with World Englishes, English as a Lingua Franca, English as an International Language, intelligibility, ownership, and native-speaker norms toward applied themes including ELT, EMI, teacher education, language policy, multilingualism, translanguaging, identity, classroom pedagogy, and linguistic justice. The study contributes a systematic account of the field’s maturation and identifies directions for future research, policy, and pedagogy.