Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4, 753-771 2024 Publisher: Learning Gate DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate © 2024 by the authors; licensee Learning Gate * Correspondence: hijrilismail@ummat.ac.id A decade of English academic reading research: A bibliometric analysis Hijril Ismail1* Amirul Mukminin2, Lukman1, Humaira1, Edi1 1Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Mataram, Indonesia; hijrilismail@ummat.ac.id (H.I.) lukmandsn@ummat.ac.id (L.) mairamoe@yahoo.com (H.) edi.dompu.80@gmail.com (E.) 2Faculty of Education, Jambi University, Jambi, Indonesia; amirmuk06@gmail.com (A.M.). Abstract: This paper addresses a gap in the literature by conducting a bibliometric analysis of research on "English academic reading." The study aims to classify English academic reading articles, identify research trends, and explore popular and emerging topics in the field. To achieve these objectives, relevant articles were located using Publish or Perish software and assessed for quality using the Scimago Journal Rank (SJR). A total of 36 articles from 33 reputable journals, published between 2013 and 2023, were analyzed. Mendeley software managed references, while VOSviewer software classified the articles into six distinct research clusters. The most frequent keywords identified were ‘academic achievement,’ ‘academic reading,’ ‘students,’ ‘development,’ ‘English,’ and ‘case study.’ The analysis also revealed underexplored areas for future research, such as ‘academic performance,’ ‘English reading proficiency,’ and ‘extensive reading,’ among others. This study provides a comprehensive overview of the current research landscape on English academic reading. The findings highlight areas that have been extensively studied and suggest significant opportunities for further exploration. Researchers and educators can use these insights to develop more effective strategies to enhance English academic reading proficiency among students. Keywords: Academic reading, Analysis, Bibliometric, Decade, English. 1. Introduction Academic reading is important skill [1], [2] which is focused on four vital conceptions in high education [3], such as the cognitive conceptions highlight functional skills (obtaining meaning from texts, decoding symbols, and implementing syntactic and semantic knowledges), the compliance conceptions emphasize to seek and understand why students do or do not complete assigned readings and students’ assumption in addition values regarding reading practices, the contextualized definitions focus on engaging issues of cognitive, affective, and psychological factors, and the sociopolitical nature or reading consider a practices as fluid, highly complex, context dependent, and based on the reader’s engagement with prior knowledge, semantic comprehending, and ideological perspectives [3]. Academic reading is also considered a job that students cannot avoid to success in high education [4]. Previous research about academic reading research, such as challenges in reading English academic texts for non-English major students of an Indonesian university [5], “gruelling to read”: Swedish university students’ perceptions of and attitudes towards academic reading in English [6], effects of reading strategy instruction in English as a second language on students’ academic reading comprehension [7], the impact of COVID: case study of an academic English reading course at Qassim University [8], developing a technology-based classroom assessment of academic reading skills for English language learners and teachers: validity evidence for formative use [9], English for academic purposes related to dentistry: Analysing the reading comprehension process [10], researching academic reading in two contrasting English as a medium of instruction contexts at a University level [11], reading rate of academic English texts: comparing L1 and advanced l2 users in different language 754 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate environments [12], agency and accountability in the academic reading of international graduate students using English as an additional language [13], the impact of English learner reclassification on high school reading and academic progress [14], reading English academic texts: evidence from ESL undergraduates' eye movement data [15], An English academic reading course for Dutch pre-university students [16], and students' metacognitive reading awareness and academic English reading comprehension in EFL context [17]. In this paper is concentrated on a bibliometric analysis of English academic reading. Bibliometric analysis is a new approach to visually quantify the information [18], to provide visual representations of the relationships between the main concepts [19], to identify, clarify, and analyze many scientific articles that enable the researchers to describe the evolutionary nuance of a particular field, explore the intellectual structure of a specific domain in the vast literature, and also to expose emerging trends in many articles [20], to highlight collaborations between authors, universities, and countries in the field, to identify the most influential authors, universities, countries, and reference papers, to know the research topics on which researchers have been working in recent years, and to examine contribution in the field [21]. A bibliometric analysis in this study is to classify English academic reading articles, identify the trend of English academic reading topics, and to provide opportunities for further research. Previous researches about bibliometric analysis of reading have undertaken, such as a bibliometric analysis focused on reading literacy over fourteen years [22], interactive reading [23], EFL reading fluency from 2016 to 2021 [24], Moodle e-learning: evidence from 2011 to 2021 [20], reading strategy (databases Scopus and google scholar 2016-2021 [25], components of reading culture: insights from bibliometric analysis of 1991-2020 research [26], exploring two decades of research on online reading [27], informed reading list for physical educators [28], analysis of citation trends to identify articles on delirium worth reading using DDPP model with temporal heatmaps (THM) [29], reading the Older People Researches in Architecture (1975-2022 ) [30], on Scientific Literacy between 2018 and 2022: Science Education Subject [31]. In this article was focused on a decade of English academic reading research: a bibliometric analysis. 2. Research Methodology The research applied quantitative study of journal articles which is focused on a bibliometric analysis. The five steps of bibliometric analysis are utilized in this research, namely defining the search keyword as ‘English academic reading’, initial search results, refinement of the search result, compiling statistics on the initial date, and conducting data analysis. 2.1. Defining Search Keywords A literature was conducted in December 2023, applying the keyword ‘English Academic Reading. Publish or Perish (PoP) software with the SCOPUS database was utilized for gathering the data. The literature review was started by entering a query into the PoP software, using the keyword and arrange specific conditions for ‘journal’, ‘title words’, ‘keywords’, and year ‘0-0’. The work was focused on articles from Scopus database and obtained 55 articles in the initial search for period from 1984 to 2023 (39 years). 2.2. Initial Search Result The range of years did not determine during the initial search. The top fifteen articles were identified from PoP (Unrefined search). 755 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Table 1. Fifteen Articles Identified from PoP. Authors Title Year of publication A. Simms English versus communication: The effects of academic and vocational courses on students' reading development 1984 B. Laufer Measuring and explaining the reading threshold needed for English for academic purposes texts 1985 G. Ghaith Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation 2003 E. Pretorius English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context 2005 E. Usó-Juan The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes 2006 S.c. Huang Reading English for academic purposes - What situational factors may motivate learners to read? 2006 W. Laija- Rodríguez The crosslinguistic role of cognitive academic language proficiency on reading growth in Spanish and English 2006 Y. Iwai The perceptions of Japanese students toward academic English reading: Implications for effective ESL reading strategies 2008 Y.G. Butler The relationship between academic oral proficiency and reading performance: A comparative study between English learners and English-only students 2009 O. López The digital learning classroom: Improving English Language Learners' academic success in mathematics and reading using interactive whiteboard technology 2010 J. Rance-Roney Jump-starting language and schema for English- language learners: Teacher-composed digital jumpstarts for academic reading 2010 J. Baumert Do academic tracks with specific curricular profiles accelerate the development of achievement in reading, mathematics, and English literacy? Early transition to the academic track of secondary schooling in Berlin 2010 R. Negretti Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers 2011 A. Taboada Developing reading comprehension and academic vocabulary for English language learners through science content: A formative experiment 2011 I.C. Chou Understanding on-screen reading behaviours in academic contexts: A case study of five graduate English-as-a- second-language students 2012 2.3. Refining the Research Result The writers excluded articles that were not suitable for the screening criteria. The table 2 shows the result from the screen. 756 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Table 2. Detail search screening. Search screen Number of articles Unidentified/Citation link only/Rejected website 4 Book chapter 3 Conference paper 4 Q1/Q2/Q3 36 Total 47 Table 3. Metrics data compression. Metrics data Initial search Refinement search Query Journal, English academic reading Journal, English academic reading from 1984 to 2023 Source SCOPUS SCOPUS Paper 55 36 Citations 1016 489 Cites/Year 26.05 48.90 Cite/Paper 18.47 13.58 Cite/Author 1016.00 489.00 Paper/Author 55.00 36.00 Author/Paper 1.00 1.00 h-index 19 12 g-index 31 21 hi, norm 19 12 hi, annual 0.49 1.20 hA-index 7 6 From 55 original articles, the writers took 36 articles from reputable journal (Q1, Q2, and Q3) based on scimagojr website. The table 3 pointed out the comparison of matrices data from the initial search and the refined search. 2.4. Compiling the Initial Data Statistics Thirty-six articles were obtained after organizing the year, downloaded, saved in Mendeley software, exported to RIS format to collect all important information about the articles such as title, authors, name of journal, year, volume, issue, pages, abstract, and keywords. Then, the articles were identified the publication trend year and source of publication. Figure 1 displays year over year publication trends. 757 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Figure 1. Year over year publication trends. Figure 2 presents number of articles published in the publishers Figure 2. Number of articles published in the publishers. Note: Elsevier, SAGE Publication Ltd, and Willey-Blackwell are three publishers that often publish articles related to English academic reading . Figure 2 shows that 25 publishers have to date only publish one article on the term of “English academic reading. These publishers are ‘American Psychological Association’, ‘Frontiers Media S.A.’, ‘Gate Association for Teaching and Education, Institute for the Study of Language and Information’, Kyung Hee University, John Benjamins Publishing Company, John Wiley & Sons Inc., ‘MDPI AG’, 0 1 2 3 4 5 6 7 8 9 2013 2015 2016 2017 2018 2019 2020 2021 2022 2023 Years Series1 0 1 2 3 4 5 6 7 8 Articles 758 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate ‘Multidisciplinary Digital Publishing Institute (MDPI)’, ‘National Council of Teachers of English’, ‘Oxford University Press’, ‘Penerbit Universiti Kebangsaan Malaysia’, ‘Richtmann Publishing Ltd’, ‘School of Education, University of Louisiana at Monroe’, ‘Springer’, ‘Netherlands’, ‘Syiah Kuala University’, ‘Tempus Publications’, ‘Universidad Nacional de’, ‘Colombia’, ‘University of Oslo’, ‘Department of British and American Studies’, and ‘Western Australian Institute for Educational Research Inc’. Then, Elsevier published 7 articles, SAGE Publications Ltd published 3 articles, Wiley- Blackwell published 2 articles, Routledge published 2 articles, and Transnational Press London Ltd published 2 articles Figure 3 presents journal in which articles in analysis appeared Figure 3. Journal in which articles in analysis appeared. 30 journals have to date only publish one article on the term of “English academic reading. These journals are ‘3L: Language, Linguistics, Literature’, ‘Behavioral Sciences’, ‘Computers in the Schools’, ‘Dutch Journal of Applied Linguistics’, ‘Educational Evaluation and Policy Analysis’, ‘ETS Research Report Series’, ‘European Journal of Teacher Education’, ‘International Journal of Engineering Education’, ‘International Journal of Instruction’, ‘International Journal of Science and Mathematics Education’, ‘Issues in Educational Research’, ‘Journal of Asia TEFL’, ‘Journal of Deaf Studies and Deaf Education’, ‘Journal of Educational and Social Research’, ‘Journal of Educational Psychology’, ‘Journal of International Students’, ‘Kurdish Studies’, ‘Language Teaching Research’, ‘Languages’, ‘Linguistic Research’, ‘NJES Nordic Journal of English Studies’, ‘Profile: Issues in Teachers' Professional Development’, ‘Reading Research Quarterly’, ‘Research in the Teaching of English’, and ‘SAGE Open’, ‘Studies in Educational Evaluation’, ‘Studies in English Language and Education’, ‘TESOL Journal’, ‘TESOL Quarterly’, and ‘Thinking Skills and Creativity’. Afterword, ‘Assessing Writing’, ‘Frontiers in Psychology’, and ‘Journal of English for Academic Purposes’ each published 2 articles. Figure 4 presents publishers of cited articles 0 0.5 1 1.5 2 2.5 Assessing Writing 3L: Language, Linguistics, Literature Dutch Journal of Applied Linguistics European Journal of Teacher Education International Journal of Science and Mathematics… Journal of Deaf Studies and Deaf Education Journal of International Students Languages Profile: Issues in Teachers' Professional Development SAGE Open TESOL Journal Journal 759 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Figure 4. Publishers of cited articles. Note: Elsevier, Willey-Blackwell, and Oxford University Press are the three most cited publisher of articles. Table 4. Quartile of articles which are analyzed. No Quartiles Number Journals Titles Authors (Year) 1 23 Q1 Language Teaching Research Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension D. Yapp (2023) Studies in English Language and Education Challenges in reading English academic texts for non-English major students of an Indonesian University H. Dardjito (2023) Journal of English for Academic Purposes “Gruelling to read”: Swedish university students’ perceptions of and attitudes towards academic reading in English L. Eriksson (2023) Languages Developing a technology-based classroom assessment of academic reading skills for English language learners and teachers: validity evidence for formative use M.K. Wolf (2022) NJES Nordic Journal of English Studies Reading rate of academic English texts: Comparing L1 and advanced l2 users in different language environments N.L. Busby (2021) 0 20 40 60 80 100 120 140 Citation 760 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Journal of International Students Agency and accountability in the academic reading of international graduate students using English as an additional language M. Altalouli (2021) Profile: Issues in Teachers' Professional Development English for academic purposes related to dentistry: Analyzing the reading comprehension process P. Carabelli (2021) TESOL Quarterly Toward Biliteracy: Unpacking the Contribution of Mid- adolescent Dual Language Learners’ Spanish and English Academic Language Skills to English Reading Comprehension G. Aguilar (2020) Educational Evaluation and Policy Analysis The impact of English learner reclassification on high school reading and academic progress A. Johnson (202) Journal of English for Academic Purposes The morphology-vocabulary- reading mechanism and its effect on students’ academic achievement in an English L2 context L. Stoffelsma (2020) 3 L: Language, Linguistics, Literature Reading English academic texts: Evidence from ESL undergraduates' eye movement data N.A. Sulaiman (2020) Studies In Educational Evaluation Measurement invariance across information and communication technology development index and gender: The case of the Pearson Test of English Academic reading V. Aryadoust (2020) Journal of Asia TEFL Metacognitive strategy use or English proficiency? Influences in academic reading achievement of stem students J. Monje (2020) Journal of Educational Psychology Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers E.P. Galloway (2019) International Journal of Science and Mathematics Education The Relationship Between English Reading Proficiency and Academic Achievement of First- Year Science and Mathematics Students in a Multilingual Context L. Stoffelsma (2019) 761 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Assessing writing The effectiveness of instructor feedback for learning-oriented language assessment: Using an integrated reading-to-write task for English for academic purposes A.Y. Kim (2017) Thinking Skills and Creativity Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP) K. Wilson (2016) Assessing Writing A Many-Facet Rasch analysis comparing essay rater behavior on an academic English reading/writing test used for two purposes S. Goodwin (2016) Linguistic Research Relationships among metacognitive skills, listening, and academic reading in English as a foreign language H.K. Pae (2016) Research in the Teaching of English "It's like a script": Long-term English learners' experiences with and ideas about academic reading M.D. Brooks (2015) European Journal of Teacher Education Reading sources and academic freedom as determinants of trends in English language teacher research in Egypt: an interview-based study M. Abdel Latif (2015) TESOL Journal Reading and writing together: a critical component of English for academic purposes teaching and learning W. Grabe (2013) Reading Research Quarterly Strategy use for reading English for general and specific academic purposes in testing and non testing contexts M.H. Chou (2013) 2 10 Q2 Frontiers in Psychology Relationships among students’ reading habits, study skills, and academic achievement in English at the secondary level N. Abid (2023) Kurdish Studies The role of extensive reading, confidence levels, and learning environment on the academic performance of non-English major EFL learners in the kurdish region A. Pammu (2023) Frontiers in Psychology Academic word coverage and language difficulty of reading passages in college English test and test of English for academic H. Liu (2023) 762 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate purposes in China Behavioral Sciences Chinese university English teachers’ professional learning through academic reading on social media—A mixed-methods approach S. Ji (2022) Dutch Journal of Applied Linguistics An English academic reading course for Dutch pre-university students L. Groen (2020) International Journal of Instruction Students' metacognitive reading awareness and academic English reading comprehension in EFL context H. Dardjito (2019) Issues in Educational Research Reading comprehension strategies used by iranian university students while reading academic English texts E.Z. Behtash (2019) SAGE Open English reading proficiency and academic performance among lower primary school children in Ghana K. Nyarko (2018) Journal of Deaf Studies and Deaf Education American sign language and academic English: Factors influencing the reading of bilingual secondary school deaf and hard of hearing students J.A. Scott (2017) Computers in the Schools Helping Taiwanese graduate students help themselves: applying corpora to industrial management English as a foreign language academic reading and writing B.L. Reynolds (2015) 3 3 Q3 International Journal of Engineering Education Investigating the Relationship between the Initial English Reading Skills of Newly Enrolled Engineering Undergraduates and their Academic Success - A Case Study A. Danoch (2023) Journal of Educational and Social Research The impact of COVID: Case Study of an academic English reading course at Qassim university M.S.M. Alghannam (2023) ETS Research Report Series Researching academic reading in two contrasting English as a medium of instruction contexts at a university level N. Owen (2021) 763 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate The Table 4 displays that the 36 articles analyzed can be identified into three quartiles (Q), namely 23 articles published into the Scopus journal Q1, 10 articles into Q2, and 3 articles into Q3. 2.5. Data Analysis The articles present the bibliometric analysis for the term “English academic reading” from the SCOPUS database. The bibliometric review was undertaken via Publish or Perish (PoP) software which was developed and launched in 2006. For this analysis, the writers utilized version 8.9.4554.8721 dan gained 55 articles in the initial search with citations 1016 and 36 articles from refinement of the search result. The data citations also changed, with 1016 citations (initial) and 489 citations (refinement). Whereas, cites per year 26.05 become 48.90. in addition, cite per paper 18.47 become 13.58. 3. Result and Discussion This study shows that Q1/Q2/Q3 journals a substantial impact on metrics related to citation. The article was written by Grabe has been cited by 88 authors, the most frequently cited article in this field. This article, entitled ‘Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning’, which was written in 2013 and published in ‘TESOL Journal’. The second most-cited article is written by Wilson in 2016 entitled ‘Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP)‘, published in ‘Thinking Skills and Creativity’, it was cited by 81 authors. the third-cited article is written by Scott entitled ‘American sign language and academic English: Factors influencing the reading of bilingual secondary school deaf and hard of hearing students’ in 2017, published into ‘Journal of Deaf Studies and Deaf Education’, cited by 54 authors. Afterword, two articles were cited by 31 authors, it is written by Galloway in 2019, published into ‘Journal of Educational Psychology’, entitled ‘Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers’ and Brooks in 2015, published into ‘Research in the Teaching of English’, entitles ‘"It's like a script": Long-term English learners' experiences with and ideas about academic reading’. In addition, 31 articles were cited less than 24 times each. Figure 5 displays network visualization 764 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Figure 5. Network visualization. Note: Six colors showed six clusters of English academic reading research. After accounting for citation frequency, the authors analyzed the output from the PoP software into the VOSviewer software to determine what keywords were occurring frequently. The result of VOSviewer software display bibliometric mapping into different visualizations, such as network visualization, overlay visualizations, and density visualization. Figure 6 presents density visualization. Figure 6. Presents density visualization. Note: The largest number of items and the highest element weight are showed in yellow. Extracting from the title fields, full counting with the minimal number of occurrences of a team arrange to 2, the authors obtained 215 terms and 28 items meeting the threshold. Six clusters are identified in this study. The first cluster has 6 items consisting of academic achievement (3 occurrences), academic performance (2), effect (5), English reading proficiency (2), extensive reading (2), and relationship (5). The second cluster has 5 items consisting of academic reading (9), English language learner (2), English learner (2), reading comprehension (5), and teacher (3). The third cluster has 5 items consisting of academic English reading (2), academic English text (2), challenge (2), students (15), and test (2). The fourth cluster has 4 items consisting of academic track (2), achievement (3), development (3), and foreign language (2). The fifth cluster has 4 items consisting of academic purpose (6), academic 765 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate purposes (3), English (22), and University level (2). The sixth cluster has 4 items consisting of academic context (2), case study (4), impact (2), and reading (2). The data showed that the trend of English academic reading research are English, students, academic reading, academic purpose, effect, relationship, teacher, reading comprehension, case study, academic achievement, achievement, development, and academic purposes. Whereas, many words less used and can be examined in future research are academic performance, English reading proficiency, extensive reading, English language learner, English learner, academic English reading, academic English text, challenge, test, academic track, foreign language, University level, academic context, impact, and reading. Table 5. Article with 10 or more citations. No Citations Authors Title Year Journals Publishers 1 88 E.P. Galloway Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers 2019 Journal of Educational Psychology American psychological association 2 81 L. Eriksson “Gruelling to read”: Swedish university students’ perceptions of and attitudes towards academic reading in English 2023 Journal of English for Academic Purposes Elsevier 3 54 L. Stoffelsma The morphology- vocabulary- reading mechanism and its effect on students’ academic achievement in an English L2 context 2020 Journal of English for Academic Purposes Elsevier 4 31 V. Aryadoust Measurement invariance across information and communication technology development index and gender: The case of the Pearson Test of English Academic reading 2020 Studies in Educational Evaluation Elsevier 5 31 J. Monje Metacognitive strategy use or English proficiency? Influences in academic reading achievement of stem students 2020 Journal of Asia TEFL Elsevier 6 23 A.Y.(. Kim The effectiveness of instructor feedback for learning-oriented language assessment: 2017 Assessing Writing Elsevier 766 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Using an integrated reading-to-write task for English for academic purposes 7 22 K. Wilson Critical reading, critical thinking: delicate scaffolding in English for academic purposes (EAP) 2016 Thinking Skills and Creativity Elsevier 8 21 S. Goodwin A many-facet Rasch analysis comparing essay rater behavior on an academic English reading/Writing test used for two purposes 2016 Assessing Writing Elsevier 9 19 N. Abid Relationships among students’ reading habits, study skills, and academic achievement in English at the secondary level 2023 Frontiers in Psychology Frontiers media S.A. 10 19 H. Dardjito Students' metacognitive reading awareness and academic English reading comprehension in EFL context 2019 Internationa l Journal of Instruction Gate association for teaching and education 11 16 H.K. Pae Relationships among metacognitive skills, listening, and academic reading in English as a foreign language 2016 Linguistic Research Institute for the Study of language and information, kyung hee university 12 14 L. Groen An English academic reading course for Dutch pre-university students 2020 Dutch Journal of Applied Linguistics John Benjamin’s publishing company 13 11 N. Owen Researching academic reading in two contrasting English as a medium of instruction contexts at a university level 2021 ETS Research Report Series John Wiley & Sons Inc. 14 10 M.K. Wolf Developing a technology-based classroom assessment of academic reading skills for English language learners and teachers: validity evidence for formative use 2022 Languages MDPI AG 767 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Table 6. Articles with their most frequently occurring keywords Cluster Most frequent keywords Key words Articles Cluster one (6 items) ‘Academic achievement’ (7); ‘Effect’ (6 occurrences); ‘relationship’ (5). Academic achievement; academic performance; effect; English reading proficiency; extensive reading; and relationship. Effect [7], [32]–[36]. academic achievement [32], [36]–[41] (3) Relationship [37], [38], [42]–[44]. Cluster two (5 items) ‘Academic reading’ (11); ‘reading comprehension’ (7); and ‘teacher’ (3). Academic reading; English language learner; English learner; reading comprehension; and teacher. Academic reading [7], [9], [48], [11], [13], [16], [41], [43], [45]–[47] Reading comprehension [7], [10], [17], [48]– [51] Teacher [47], [52], [53] Cluster three (5 items) ‘Students’ (34) Academic English reading; academic English text; challenge; students; and test. Students [5], [6], [16], [17], [32], [33], [35], [37]–[39], [41], [42], [7], [44], [45], [47], [48], [54]–[59], [8], [60]–[63], [9]–[13], [15] Cluster four (4 items) ‘Development’ (10); ‘Achievement’ (6); Academic track; achievement; development; and foreign language. Development [10], [33], [35], [45], [47], [54], [59]–[61], [64] Achievement [32], [36]– [38], [40], [41]. Cluster five (4 items) ‘English’ (36); ‘Academic purpose’ (5); ‘academic purposes’ (3). Academic purpose; academic purposes; English; and University level. English [5], [6], [15]–[17], [32], [35], [37]–[39], [41], [42], [7], [43], [45], [47]–[49], [53]– [55], [59], [60], [8], [61]–[63], [65]–[67], [9]–[14] Academic purpose [10], [32], [61]–[63] Academic purposes [10], [61], [62] Cluster six (4 items) ‘Case study’ (4) Academic context; case study; impact; and reading. Case study [8], [42], [45], [65] 768 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate 4. Conclusion The study review 36 articles with the theme relates to the ‘English academic reading’ the articles were gathered by PoP software, arranged and resumed by Mendeley software, scanned the publication to identify Q1, Q2, or Q3 by Scimagojr.com, and reviewed and classified by VOSviewer software. The result of gathering the articles showed that 55 articles appeared in initial search and 36 articles in refinement search. Whereas, the scanning result of publication displays that 32 articles are published into reputable journal or Scopus (Q1), 10 articles into Scopus (Q2), and 3 articles into Scopus (Q3). In addition, the result of reviewed and classified the article in the form of RIS presented that the theme relates to the English academic reading becoming six clusters. The first cluster consists of academic achievement, academic performance, effect, English reading proficiency, extensive reading, and relationship. The second cluster are academic reading, English language learner, English learner, reading comprehension, and teacher. The third cluster are academic English reading, academic English text, challenge, students, and test. The fourth cluster are academic track, achievement, development, and foreign language. The fifth cluster are academic purpose, academic purposes, English, and University level. The sixth cluster are academic context, case study, impact, and reading. Copyright: © 2024 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). References [1] X. Liu and J. Read, “General Skill Needs and Challenges in University Academic Reading: Voices from Undergraduates and Language Teachers,” J. Coll. Read. Learn., vol. 50, no. 2, pp. 70–93, 2020, doi: 10.1080/10790195.2020.1734885. [2] H. Ismail and E. Edi, “Students’ Perceptions of Implementing Problem-Based Learning With Blended Learning in Efl Academic Reading,” English Rev. J. English Educ., vol. 10, no. 3, pp. 929–936, 2022, doi: 10.25134/erjee.v10i3.6807. [3] H. W. Afdal, K. Spernes, and R. Hoff-Jenssen, “Academic reading as a social practice in higher education,” High. Educ., vol. 85, no. 6, pp. 1337–1355, 2023, doi: 10.1007/s10734-022-00893-x. [4] M. F. Yulia, G. H. Sulistyo, and B. Y. Cahyono, “Affective engagement in academic reading: What EFL student teachers reveal,” Int. J. Eval. Res. Educ., vol. 9, no. 3, pp. 791–798, 2020, doi: 10.11591/ijere.v9i3.20635. [5] H. Dardjito, “Challenges in Reading English Academic Texts for Non-English Major Students of an Indonesian University,” Stud. English Lang. Educ., vol. 10, no. 3, pp. 1290–1308, 2023, doi: 10.24815/siele.v10i3.29067. [6] L. Eriksson, “‘Gruelling to read’: Swedish university students’ perceptions of and attitudes towards academic reading in English,” J. English Acad. Purp., vol. 64, 2023, doi: 10.1016/j.jeap.2023.101265. [7] D. Yapp, “Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension,” Lang. Teach. Res., vol. 27, no. 6, pp. 1456–1479, 2023, doi: 10.1177/1362168820985236. [8] M. S. M. Alghannam, “The Impact of COVID: Case Study of an Academic English Reading Course at Qassim University,” J. Educ. Soc. Res., vol. 13, no. 1, pp. 155–165, 2023, doi: 10.36941/jesr-2023-0014. [9] M. K. Wolf, “Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use,” Languages, vol. 7, no. 2, 2022, doi: 10.3390/languages7020071. [10] P. Carabelli, “English for academic purposes related to dentistry: Analyzing the reading comprehension process,” Profile Issues Teach. Prof. Dev., vol. 23, no. 2, pp. 51–66, 2021, doi: 10.15446/profile.v23n2.86965. [11] N. Owen, “Researching Academic Reading in Two Contrasting English as a Medium of Instruction Contexts at a University Level,” ETS Res. Rep. Ser., vol. 2021, no. 1, pp. 1–28, 2021, doi: 10.1002/ets2.12317. [12] N. L. Busby, “Reading rate of academic English texts: Comparing L1 and advanced l2 users in different language environments,” NJES Nord. J. English Stud., vol. 20, no. 1, pp. 36–61, 2021, doi: 10.35360/njes.542. [13] M. Altalouli, “Agency and Accountability in the Academic Reading of International Graduate Students Using English as an Additional Language,” J. Int. Students, vol. 11, no. 4, pp. 932–949, 2021, doi: 10.32674/jis.v11i4.3190. [14] A. Johnson, “The Impact of English Learner Reclassification on High School Reading and Academic Progress,” Educ. Eval. Policy Anal., vol. 42, no. 1, pp. 46–65, 2020, doi: 10.3102/0162373719877197. [15] N. A. Sulaiman, “Reading English academic texts: Evidence from ESL undergraduates’ eye movement data,” 3L Lang. Linguist. Lit., vol. 26, no. 1, pp. 60–78, 2020, doi: 10.17576/3L-2020-2601-05. [16] L. Groen, M. Keijzer, M. Michel, and W. Lowie, “An English academic reading course for Dutch pre-university students,” Dutch J. Appl. Linguist., vol. 9, no. 1–2, pp. 207–214, 2020, doi: 10.1075/dujal.19042.gro. [17] H. Dardjito, “Students’ metacognitive reading awareness and academic English reading comprehension in EFL https://creativecommons.org/licenses/by/4.0/ 769 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate context,” Int. J. Instr., vol. 12, no. 4, pp. 611–624, 2019, doi: 10.29333/iji.2019.12439a. [18] F. Deng, J. Jiang, and I. Sirés, “State-of-the-art review and bibliometric analysis on electro-Fenton process,” Carbon Lett., vol. 33, no. 1, pp. 17–34, 2023, doi: 10.1007/s42823-022-00420-z. [19] A. Tlili et al., “Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis,” Smart Learn. Environ., vol. 9, no. 1, 2022, doi: 10.1186/s40561-022-00205-x. [20] H. Ismail, “A Bibliometric Analysis of Moodle E-learning: Evidence from 2011 to 2021,” IRJE |Indonesian Res. J. Educ. |Vol, vol. 6, no. 2, pp. 292–304, 2022, [Online]. Available: https://doi.org/ [21] E. Djeki, J. Dégila, C. Bondiombouy, and M. H. Alhassan, “E-learning bibliometric analysis from 2015 to 2020,” J. Comput. Educ., vol. 9, no. 4, pp. 727–754, 2022, doi: 10.1007/s40692-021-00218-4. [22] X. Lan and Z. Yu, “A Bibliometric Review Study on Reading Literacy over Fourteen Years,” Educ. Sci., vol. 13, no. 1, 2023, doi: 10.3390/educsci13010027. [23] Y. Günaydin, “Bibliometric Analysis of Research on Interactive Reading,” HAYEF J. Educ., vol. 20, no. 3, pp. 212–220, 2023, doi: 10.5152/hayef.2023.23042. [24] H. Ismail and E. Edi, “a Bibliometric Analysis of Efl Reading Fluency From 2016 To 2021,” English Rev. J. English Educ., vol. 10, no. 1, pp. 139–148, 2021, doi: 10.25134/erjee.v10i1.5364. [25] H. Ismail, “A Bibliomretric Analysis of Reading Strategy (Databases Scopus and Google Scholar 2016-2021 ),” Conf. Uhamka Int., no. December, pp. 2–3, 2021. [26] A. Sanila, Q. Saima, and A. Nusrat, “Components of reading culture: Insights from bibliometric analysis of 1991–2020 research.,” J. Inf. Sci., vol. 0, no. 0, 2022, doi: https://doi.org/10.1177/01655515221118667. [27] L. Jie, L. Fei, and D. Tianxi, “Exploring two decades of research on online reading by using bibliometric analysis.,” Educ Inf Technol, 2023, doi: https://doi.org/10.1007/s10639-023-12306-2. [28] J. D. Wyant, A. Keath, and J.-H. Baek, “A bibliometric analysis informed reading list for physical educators,” J. Pedagog. Res., vol. 6, no. 3, pp. 1–16, 2022, doi: 10.33902/jpr.202214054. [29] S. Y. C. Ho, T. W. Chien, K. T. Tsai, and W. Chou, “Analysis of citation trends to identify articles on delirium worth reading using DDPP model with temporal heatmaps (THM): A bibliometric analysis,” Med. (United States), vol. 102, no. 8, 2023, doi: 10.1097/MD.0000000000032955. [30] R. M. Sarı and H. Eyüboğlu, “Reading the Older People Researches in Architecture through Bibliometric Analysis ( 1975-2022 ),” vol. 54, no. 3, pp. 215–228, 2023. [31] M. D. H. Wirzal, N. A. H. M. Nordin, M. A. Bustam, and M. Joselevich, “Bibliometric Analysis of Research on Scientific Literacy between 2018 and 2022: Science Education Subject,” Int. J. Essent. Competencies Educ., vol. 1, no. 2, pp. 69–83, 2022, doi: 10.36312/ijece.v1i2.1070. [32] L. Stoffelsma, “The morphology-vocabulary- reading mechanism and its effect on students’ academic achievement in an English L2 context,” J. English Acad. Purp., vol. 47, 2020, doi: 10.1016/j.jeap.2020.100887. [33] A. Simms, “English Versus Communication: The effects of academic and vocational courses on students’ reading development,” English Educ., vol. 18, no. 3, pp. 10–17, 1984, doi: 10.1111/j.1754-8845.1984.tb00242.x. [34] T. R. Shimono, “The Effects of Extensive Reading, Timed Reading, and Repeated Oral Reading on Japanese University L2 English Learners’ Reading Rates and Comprehension over One Academic Year,” Read. a Foreign Lang., vol. 35, no. 2, pp. 190–221, 2023, [Online]. Available: https://api.elsevier.com/content/abstract/scopus_id/85174595247 [35] A. Y. (. Kim, “The effectiveness of instructor feedback for learning-oriented language assessment: Using an integrated reading-to-write task for English for academic purposes,” Assess. Writ., vol. 32, pp. 57–71, 2017, doi: 10.1016/j.asw.2016.12.001. [36] G. Ghaith, “Effects of the learning together model of cooperative learning on english as a foreign language reading achievement, academic self-esteem, and feelings of school alienation,” Biling. Res. J., vol. 27, no. 3, pp. 451–474, 2003, doi: 10.1080/15235882.2003.10162603. [37] N. Abid, “Relationships among students’ reading habits, study skills, and academic achievement in English at the secondary level,” Front. Psychol., vol. 14, 2023, doi: 10.3389/fpsyg.2023.1020269. [38] L. Stoffelsma, “The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context,” Int. J. Sci. Math. Educ., vol. 17, no. 5, pp. 905–922, 2019, doi: 10.1007/s10763-018-9905-z. [39] A. Pammu, “The Role of Extensive Reading, Confidence Levels, and Learning Environment on the Academic Performance of Non-English Major EFL Learners in the Kurdish Region,” Kurd. Stud., vol. 11, no. 1, pp. 129–144, 2023, doi: 10.58262/ks.v11i1.1010. [40] J. Baumert, “Do academic tracks with specific curricular profiles accelerate the development of achievement in reading, mathematics, and english literacy? Early transition to the academic track of secondary schooling in Berlin,” Zeitschrift fur Padagogische Psychol., vol. 24, no. 1, pp. 5–22, 2010, doi: 10.1024/1010-0652.a000001. [41] J. Monje and J. Macasieb, “Metacognitive strategy use or english proficiency? Influences in academic reading achievement of stem students,” J. Asia TEFL, vol. 17, no. 2, pp. 671–680, 2020, doi: 10.18823/asiatefl.2020.17.2.25.671. [42] A. Danoch, “Investigating the Relationship between the Initial English Reading Skills of Newly Enrolled Engineering 770 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate Undergraduates and their Academic Success - A Case Study,” Int. J. Eng. Educ., vol. 39, no. 2, pp. 488–496, 2023, [Online]. Available: https://api.elsevier.com/content/abstract/scopus_id/85174824095 [43] H. K. Pae, “Relationships among metacognitive skills, listening, and academic reading in English as a foreign language,” Linguist. Res., vol. 33, pp. 1–27, 2016, doi: 10.17250/khisli.33..201609.001. [44] Y. G. Butler, “The relationship between academic oral proficiency and reading performance: A comparative study between english learners and english-only students,” Read. Psychol., vol. 30, no. 5, pp. 412–444, 2009, doi: 10.1080/02702710802411489. [45] M. D. Brooks, “‘It’s like a script’: Long-term English learners’ experiences with and ideas about academic reading,” Res. Teach. English, vol. 49, no. 4, pp. 383–406, 2015, [Online]. Available: https://api.elsevier.com/content/abstract/scopus_id/84930897720 [46] R. Negretti, “Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre- service English teachers,” J. Second Lang. Writ., vol. 20, no. 2, pp. 95–110, 2011, doi: 10.1016/j.jslw.2011.02.002. [47] S. Ji, “Chinese University English Teachers’ Professional Learning through Academic Reading on Social Media—A Mixed-Methods Approach,” Behav. Sci. (Basel)., vol. 12, no. 10, 2022, doi: 10.3390/bs12100390. [48] E. Z. Behtash, “Reading comprehension strategies used by iranian university students while reading academic english texts,” Issues Educ. Res., vol. 29, no. 4, pp. 1089–1106, 2019, [Online]. Available: https://api.elsevier.com/content/abstract/scopus_id/85073760948 [49] E. P. Galloway, “Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers,” J. Educ. Psychol., vol. 111, no. 1, pp. 15–31, 2019, doi: 10.1037/edu0000276. [50] D. S. Moyetta, “Exploring English-Spanish contrastive grammar explanations in English for Academic Purposes reading comprehension materials at university level,” Rev. Leng. para Fines Especificos, vol. 29, pp. 38–50, 2023, doi: 10.20420/rlfe.2023.615. [51] A. Taboada, “Developing reading comprehension and academic vocabulary for English language learners through science content: A formative experiment,” Read. Psychol., vol. 32, no. 2, pp. 113–157, 2011, doi: 10.1080/02702711003604468. [52] J. Rance-Roney, “Jump-Starting language and schema for english-language learners: Teacher-Composed digital jumpstarts for academic reading,” J. Adolesc. Adult Lit., vol. 53, no. 5, pp. 386–395, 2010, doi: 10.1598/JAAL.53.5.4. [53] M. A. Latif, “Reading sources and academic freedom as determinants of trends in English language teacher research in Egypt: an interview-based study,” Eur. J. Teach. Educ., vol. 38, no. 2, pp. 137–153, 2015, doi: 10.1080/02619768.2015.1030389. [54] J. A. Scott, “American sign language and academic English: Factors influencing the reading of bilingual secondary school deaf and hard of hearing students,” J. Deaf Stud. Deaf Educ., vol. 22, no. 1, pp. 59–71, 2017, doi: 10.1093/deafed/enw065. [55] B. L. Reynolds, “Helping Taiwanese Graduate Students Help Themselves: Applying Corpora to Industrial Management English as a Foreign Language Academic Reading and Writing,” Comput. Sch., vol. 32, no. 3, pp. 300– 317, 2015, doi: 10.1080/07380569.2015.1096643. [56] I. C. Chou, “Understanding on-screen reading behaviors in academic contexts: a case study of five graduate English- as-a-second-language students,” Comput. Assist. Lang. Learn., vol. 25, no. 5, pp. 411–433, 2012, doi: 10.1080/09588221.2011.597768. [57] H. I. H. Ali, “Unpacking the challenges and accommodation strategies of Omani English-Major students on IELTS academic reading tests,” J. Lang. Linguist. Stud., vol. 16, no. 3, pp. 1621–1636, 2020, doi: 10.17263/jlls.803922. [58] Y. Iwai, “The perceptions of Japanese students toward academic English reading: Implications for effective ESL reading strategies,” Multicult. Educ., vol. 15, no. 4, pp. 45–50, 2008, [Online]. Available: https://api.elsevier.com/content/abstract/scopus_id/51949115944 [59] G. Aguilar, “Toward Biliteracy: Unpacking the Contribution of Mid-adolescent Dual Language Learners’ Spanish and English Academic Language Skills to English Reading Comprehension,” TESOL Q., vol. 54, no. 4, pp. 1010–1036, 2020, doi: 10.1002/tesq.570. [60] H. Liu, “Academic word coverage and language difficulty of reading passages in College English Test and Test of English for Academic Purposes in China,” Front. Psychol., vol. 14, 2023, doi: 10.3389/fpsyg.2023.1171227. [61] K. Wilson, “Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP),” Think. Ski. Creat., vol. 22, pp. 256–265, 2016, doi: 10.1016/j.tsc.2016.10.002. [62] M. H. Chou, “Strategy use for reading english for general and specific academic purposes in testing and nontesting contexts,” Read. Res. Q., vol. 48, no. 2, pp. 175–197, 2013, doi: 10.1002/rrq.42. [63] W. Grabe, “Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning,” TESOL J., vol. 4, no. 1, pp. 9–24, 2013, doi: 10.1002/tesj.65. [64] M. Gui, “The dynamics of reading development in L2 English for academic purposes,” System, vol. 100, 2021, doi: 10.1016/j.system.2021.102546. [65] V. Aryadoust, “Measurement invariance across information and communication technology development index and gender: The case of the Pearson Test of English Academic reading,” Stud. Educ. Eval., vol. 64, 2020, doi: 10.1016/j.stueduc.2019.100813. 771 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 4: 753-771, 2024 DOI: 10.55214/25768484.v8i4.1459 © 2024 by the authors; licensee Learning Gate [66] K. Nyarko, “English Reading Proficiency and Academic Performance Among Lower Primary School Children in Ghana,” SAGE Open, vol. 8, no. 3, 2018, doi: 10.1177/2158244018797019. [67] S. Goodwin, “A Many-Facet Rasch analysis comparing essay rater behavior on an academic English reading/writing test used for two purposes,” Assess. Writ., vol. 30, pp. 21–31, 2016, doi: 10.1016/j.asw.2016.07.004.