RESEARCH
Identifying Research Trends in Your Field
How to save time with AI
Step 1. Obtain necessary data
1 Find a journal related to your field of studies, using databases or ratings (e.g., SJR)
2 Access the journal website, for example:
Studies in Second Language Acquisition
TESOL Quarterly
Language Teaching Research
Computers and Education: Artificial Intelligence
3 Export citations (e.g., from 2024–25) into a CSV/Word file.
2 Access the journal website, for example:
Studies in Second Language Acquisition
TESOL Quarterly
Language Teaching Research
Computers and Education: Artificial Intelligence
3 Export citations (e.g., from 2024–25) into a CSV/Word file.
Step 2. Identify key themes
Use the following prompt:
You are a researcher in education. Analyze the titles (TI) and abstracts (AB) of the provided articles. Group the research into key themes. Rank themes by frequency, giving references to the articles in APA format: [insert citations from the selected journal issues]
1. Cognitive Processes in Language Learning (7 Articles)
- Tachihara, K., & Goldberg, A. E. (2025). Learning unacceptability: Repeated exposure to acceptable sentences improves adult learners’ recognition of unacceptable sentences. Language Learning, 75(1), 77–116. https://doi.org/10.1111/lang.12660
- Yu, Y., Havron, N., & Fisher, C. (2025). Syntactic adaptation and word learning in 3- to 4-year-olds. Language Learning, 75(1), 117–145. https://doi.org/10.1111/lang.12661
- Ez-zizi, A., Divjak, D., & Milin, P. (2024). Error-correction mechanisms in language learning: Modeling individuals. Language Learning, 74(1), 41–77. https://doi.org/10.1111/lang.12569
- Coumel, M., Muylle, M., Messenger, K., & Hartsuiker, R. J. (2024). The role of explicit memory across second language syntactic development: A structural priming study. Language Learning, 74(2), 402–435. https://doi.org/10.1111/lang.12604
- Sawyer, H., Bannard, C., & Pine, J. M. (2024). Toddlers’ verb-marking errors are predicted by the relative frequency of uninflected sequences in well-formed child-directed speech: A preregistered corpus analysis. Language Learning, 74(3), 547–573. https://doi.org/10.1111/lang.12626
- Monaghan, P., Murray, H., & Holz, H. (2024). Redundancy and complementarity in language and the environment: How intermodal information is combined to constrain learning. Language Learning, 74(3), 606–637. https://doi.org/10.1111/lang.12628
- Abu-Zhaya, R., & Arnon, I. (2024). Does early unit size impact the formation of linguistic predictions? Grammatical gender as a case study. Language Learning, 74(4), 814–852. https://doi.org/10.1111/lang.12638
- Hwang, H.-B. (2025). Undesirable difficulty of interleaved practice: The importance of initial blocked practice for declarative knowledge development in low-achieving adolescents. Language Learning, 75(1), 5–41. https://doi.org/10.1111/lang.12659
- Serfaty, J., & Serrano, R. (2024). Practice makes perfect, but how much is necessary? The role of relearning in second language grammar acquisition. Language Learning, 74(1), 218–248. https://doi.org/10.1111/lang.12585
- Elgort, I., van de Wetering, R., Arrow, T., & Beyersmann, E. (2024). Previewing novel words before reading affects their processing during reading: An eye-movement study with first and second language readers. Language Learning, 74(1), 78–110. https://doi.org/10.1111/lang.12579
- Rose, M. C., Brooks, P. J., Lodhi, A. K., & Cortez, A. (2024). Benefits of testing and production for learning Turkish as a new language. Language Learning, 74(2), 365–401. https://doi.org/10.1111/lang.12602
- Mattingley, W., Panther, F., Todd, S., King, J., Hay, J., & Keegan, P. J. (2024). Awakening the proto-lexicon: A proto-lexicon gives learning advantages for intentionally learning a language. Language Learning, 74(3), 744–776. https://doi.org/10.1111/lang.12635
- Xi, X., Li, P., & Prieto, P. (2024). Improving second language vowel production with hand gestures encoding visible articulation: Evidence from picture-naming and paragraph-reading tasks. Language Learning, 74(4), 884–916. https://doi.org/10.1111/lang.12647
- Fioravanti, I., Siyanova-Chanturia, A., & Lenci, A. (2025). Collocation in the mind: Investigating collocational priming in second language speakers of Italian. Language Learning, 75(1), 179–211. https://doi.org/10.1111/lang.12663
- Keating, G. D. (2025). Morphological markedness and the temporal dynamics of gender agreement processing in Spanish as a majority and a heritage language. Language Learning, 75(1), 146–178. https://doi.org/10.1111/lang.12662
- Stoehr, A., Jevtović, M., de Bruin, A., & Martin, C. D. (2024). Phonetic and lexical crosslinguistic influence in early Spanish–Basque–English trilinguals. Language Learning, 74(2), 332–364. https://doi.org/10.1111/lang.12598
- Kubota, M., Alonso, J. G., Anderssen, M., Jensen, I. N., Luque, A., Soares, S. M. P., Prystauka, Y., Vangsnes, Ø. A., Sandstedt, J. J., & Rothman, J. (2024). Bilectal exposure modulates neural signatures to conflicting grammatical properties: Norway as a natural laboratory. Language Learning, 74(2), 436–467. https://doi.org/10.1111/lang.12608
- Siegelman, N., Elgort, I., Brysbaert, M., Agrawal, N., Amenta, S., Arsenijević Mijalković, J., Chang, C. S., Chernova, D., Chetail, F., Clarke, A. J. B., Content, A., Crepaldi, D., Davaabold, N., Delgersuren, S., Deutsch, A., Dibrova, V., Drieghe, D., Filipović Đurđević, D., Finch, B., ... Kuperman, V. (2024). Rethinking first language–second language similarities and differences in English proficiency: Insights from the ENglish Reading Online (ENRO) project. Language Learning, 74(1), 249–294. https://doi.org/10.1111/lang.12586
- Sun, H., Saito, K., & Dewaele, J.-M. (2024). Cognitive and sociopsychological individual differences, experience, and naturalistic second language speech learning: A longitudinal study. Language Learning, 74(1), 5–40. https://doi.org/10.1111/lang.12561
- Schurz, A. (2024). Measuring teenage learners’ automatized, explicit, and/or implicit knowledge: A question of context? Language Learning, 74(2), 506–541. https://doi.org/10.1111/lang.12624
- Hauspie, C., Schelfhout, S., Dirix, N., Fonteyne, L., Janse, M., Szmalec, A., Vereeck, A., & Duyck, W. (2024). Does studying Latin in secondary education predict study achievement in academic higher education? Language Learning, 74(4), 853–883. https://doi.org/10.1111/lang.12639
- Leeming, P., Vitta, J. P., Hiver, P., Hicks, D., McLean, S., & Nicklin, C. (2024). Willingness to communicate, speaking self-efficacy, and perceived communicative competence as predictors of second language spoken task production. Language Learning, 74(4), 917–949. https://doi.org/10.1111/lang.12640
- Kapnoula, E. C., & Samuel, A. G. (2024). Sensitivity to subphonemic differences in first language predicts vocabulary size in a foreign language. Language Learning, 74(4), 950–984. https://doi.org/10.1111/lang.12650
- Gudmestad, A., & Metzger, T. A. (2025). Mixed-effects modeling with a multinomial dependent variable. Language Learning, 75(1), 212–249. https://doi.org/10.1111/lang.12667
- Godfroid, A., Finch, B., Koh, J., Siegelman, N., & van de Wetering, R. (2025). Reporting eye-tracking research in second language acquisition and bilingualism: A synthesis and field-specific guidelines. Language Learning, 75(1), 250–294. https://doi.org/10.1111/lang.12664
- Bestgen, Y. (2024). Measuring lexical diversity in texts: The twofold length problem. Language Learning, 74(3), 638–671. https://doi.org/10.1111/lang.12630
- Zhang, X., & Lu, X. (2024). Testing the relationship of linguistic complexity to second language learners’ comparative judgment on text difficulty. Language Learning, 74(3), 672–706. https://doi.org/10.1111/lang.12633
- Weisleder, A., Friend, M., Tsui, A. S. M., & Marchman, V. A. (2024). Using parent report to measure vocabulary in young bilingual children: A scoping review. Language Learning, 74(2), 468–505. https://doi.org/10.1111/lang.12617
- Freudenthal, D., Gobet, F., & Pine, J. M. (2024). MOSAIC+: A crosslinguistic model of verb-marking errors in typically developing children and children with developmental language disorder. Language Learning, 74(1), 111–145. https://doi.org/10.1111/lang.12580
- Wei, H., Boland, J. E., Zhang, C., Yang, A., & Yuan, F. (2024). Lexically independent structural priming in second language online sentence comprehension. Language Learning, 74(2), 299–331. https://doi.org/10.1111/lang.12588
- Li, Y., Casaponsa, A., Jones, M., & Thierry, G. (2024). Chinese learners of English are conceptually blind to temporal differences conveyed by tense. Language Learning, 74(1), 184–217. https://doi.org/10.1111/lang.12584
- Papi, M., & Hiver, P. (2025). Proactive language learning theory. Language Learning, 75(1), 295–329. https://doi.org/10.1111/lang.12644
- Zheng, Q., & Gor, K. (2024). The influence of native phonology, allophony, and phonotactics on nonnative lexical encoding: A vocabulary training study. Language Learning, 74(1), 146–183. https://doi.org/10.1111/lang.12581
- Sagarra, N., Fernández-Arroyo, L., Lozano-Argüelles, C., & Casillas, J. V. (2024). Unraveling the complexities of second language lexical stress processing: The impact of first language transfer, second language proficiency, and exposure. Language Learning, 74(3), 574–605. https://doi.org/10.1111/lang.12627
- Karadöller, D. Z., Peeters, D., Manhardt, F., Özyürek, A., & Ortega, G. (2024). Iconicity and gesture jointly facilitate learning of second language signs at first exposure in hearing nonsigners. Language Learning, 74(4), 781–813. https://doi.org/10.1111/lang.12636
- Tracy-Ventura, N., Huensch, A., Katz, J., & Mitchell, R. (2025). Is second language attrition inevitable after instruction ends? An exploratory longitudinal study of advanced instructed second language users. Language Learning, 75(1), 42–76. https://doi.org/10.1111/lang.12665
- Serfaty, J., & Serrano, R. (2024). Practice makes perfect, but how much is necessary? The role of relearning in second language grammar acquisition. Language Learning, 74(1), 218–248. https://doi.org/10.1111/lang.12585
- Kubota, M., Alonso, J. G., Anderssen, M., Jensen, I. N., Luque, A., Soares, S. M. P., Prystauka, Y., Vangsnes, Ø. A., Sandstedt, J. J., & Rothman, J. (2024). Bilectal exposure modulates neural signatures to conflicting grammatical properties: Norway as a natural laboratory. Language Learning, 74(2), 436–467. https://doi.org/10.1111/lang.12608
- Wójcik, M., Beck, J., Chyl, K., Dynak, A., Dzięgiel-Fivet, G., Łuniewska, M., Grabowska, A., Jednoróg, K., & Dębska, A. (2024). Do implicit learning deficit and dyslexia go together? An fMRI and behavioral study. Language Learning, 74(4), 985–1025. https://doi.org/10.1111/lang.12652
- Karadöller, D. Z., Peeters, D., Manhardt, F., Özyürek, A., & Ortega, G. (2024). Iconicity and gesture jointly facilitate learning of second language signs at first exposure in hearing nonsigners. Language Learning, 74(4), 781–813. https://doi.org/10.1111/lang.12636
- Xi, X., Li, P., & Prieto, P. (2024). Improving second language vowel production with hand gestures encoding visible articulation: Evidence from picture-naming and paragraph-reading tasks. Language Learning, 74(4), 884–916. https://doi.org/10.1111/lang.12647
Summary of Themes by Frequency
- Cognitive Processes in Language Learning (7)
- Language Learning Strategies and Practice (6)
- Bilingualism and Multilingual Processing (5)
- Individual Differences in Language Learning (5)
- Research Methods and Measurement (5)
- Morphosyntactic Development (4)
- Phonological and Lexical Processing (3)
- Long-term Retention and Attrition (2)
- Neurolinguistic Studies (2)
- Sign Language and Gesture in Learning (2)
Step 3. Filter the list
Use the following prompt:
In the list of articles that you have just analyzed, identify the ones related to the following themes: "teaching vocabulary", "teaching grammar", "teaching reading", "teaching writing", "artificial intelligence", "gamification", "instructional design", "ESP". Group them, giving references to the articles in APA format.
Note: Some themes (e.g., "artificial intelligence," "gamification," "ESP") had limited or no direct matches in the analyzed articles.
1. Teaching Vocabulary
1. Teaching Vocabulary
- Hwang, H.-B. (2025). Undesirable difficulty of interleaved practice: The importance of initial blocked practice for declarative knowledge development in low-achieving adolescents. Language Learning, 75(1), 5–41. https://doi.org/10.1111/lang.12659
- Focuses on vocabulary learning strategies (blocked vs. interleaved practice).
- Elgort, I., van de Wetering, R., Arrow, T., & Beyersmann, E. (2024). Previewing novel words before reading affects their processing during reading: An eye-movement study with first and second language readers. Language Learning, 74(1), 78–110. https://doi.org/10.1111/lang.12579
- Examines vocabulary acquisition through pre-reading exposure.
- Rose, M. C., Brooks, P. J., Lodhi, A. K., & Cortez, A. (2024). Benefits of testing and production for learning Turkish as a new language. Language Learning, 74(2), 365–401. https://doi.org/10.1111/lang.12602
- Investigates vocabulary learning through testing and production.
- Mattingley, W., Panther, F., Todd, S., King, J., Hay, J., & Keegan, P. J. (2024). Awakening the proto-lexicon: A proto-lexicon gives learning advantages for intentionally learning a language. Language Learning, 74(3), 744–776. https://doi.org/10.1111/lang.12635
- Explores vocabulary acquisition through implicit and explicit learning.
- Karadöller, D. Z., Peeters, D., Manhardt, F., Özyürek, A., & Ortega, G. (2024). Iconicity and gesture jointly facilitate learning of second language signs at first exposure in hearing nonsigners. Language Learning, 74(4), 781–813. https://doi.org/10.1111/lang.12636
- Studies vocabulary learning in sign language through iconicity and gestures.
- Kapnoula, E. C., & Samuel, A. G. (2024). Sensitivity to subphonemic differences in first language predicts vocabulary size in a foreign language. Language Learning, 74(4), 950–984. https://doi.org/10.1111/lang.12650
- Links L1 phonological sensitivity to L2 vocabulary acquisition.
- Serfaty, J., & Serrano, R. (2024). Practice makes perfect, but how much is necessary? The role of relearning in second language grammar acquisition. Language Learning, 74(1), 218–248. https://doi.org/10.1111/lang.12585
- Focuses on grammar retention through practice and relearning.
- Coumel, M., Muylle, M., Messenger, K., & Hartsuiker, R. J. (2024). The role of explicit memory across second language syntactic development: A structural priming study. Language Learning, 74(2), 402–435. https://doi.org/10.1111/lang.12604
- Examines grammar learning through syntactic priming.
- Keating, G. D. (2025). Morphological markedness and the temporal dynamics of gender agreement processing in Spanish as a majority and a heritage language. Language Learning, 75(1), 146–178. https://doi.org/10.1111/lang.12662
- Analyzes grammar (gender agreement) processing in L2 learners.
- Tachihara, K., & Goldberg, A. E. (2025). Learning unacceptability: Repeated exposure to acceptable sentences improves adult learners’ recognition of unacceptable sentences. Language Learning, 75(1), 77–116. https://doi.org/10.1111/lang.12660
- Tests grammar learning through exposure to acceptable/unacceptable structures.
- Abu-Zhaya, R., & Arnon, I. (2024). Does early unit size impact the formation of linguistic predictions? Grammatical gender as a case study. Language Learning, 74(4), 814–852. https://doi.org/10.1111/lang.12638
- Explores grammatical gender acquisition in L2 learners.
- Elgort, I., van de Wetering, R., Arrow, T., & Beyersmann, E. (2024). Previewing novel words before reading affects their processing during reading: An eye-movement study with first and second language readers. Language Learning, 74(1), 78–110. https://doi.org/10.1111/lang.12579
- Examines reading strategies for vocabulary acquisition.
- Siegelman, N., Elgort, I., Brysbaert, M., Agrawal, N., Amenta, S., Arsenijević Mijalković, J., ... Kuperman, V.(2024). Rethinking first language–second language similarities and differences in English proficiency: Insights from the ENglish Reading Online (ENRO) project. Language Learning, 74(1), 249–294. https://doi.org/10.1111/lang.12586
- Focuses on reading proficiency in L1 and L2 learners.
- Zhang, X., & Lu, X. (2024). Testing the relationship of linguistic complexity to second language learners’ comparative judgment on text difficulty. Language Learning, 74(3), 672–706. https://doi.org/10.1111/lang.12633
- Analyzes how linguistic complexity affects reading comprehension.
- No articles directly addressed writing instruction.
- Hwang, H.-B. (2025). Undesirable difficulty of interleaved practice: The importance of initial blocked practice for declarative knowledge development in low-achieving adolescents. Language Learning, 75(1), 5–41. https://doi.org/10.1111/lang.12659
- Briefly discusses algorithm-based software for vocabulary learning.
- No articles explicitly addressed gamification.
- Papi, M., & Hiver, P. (2025). Proactive language learning theory. Language Learning, 75(1), 295–329. https://doi.org/10.1111/lang.12644
- Proposes a theory of proactive learning behaviors relevant to instructional design.
- Xi, X., Li, P., & Prieto, P. (2024). Improving second language vowel production with hand gestures encoding visible articulation: Evidence from picture-naming and paragraph-reading tasks. Language Learning, 74(4), 884–916. https://doi.org/10.1111/lang.12647
- Examines instructional methods using gestures for pronunciation training.
- Hwang, H.-B. (2025). Undesirable difficulty of interleaved practice. Language Learning, 75(1), 5–41. https://doi.org/10.1111/lang.12659
- Discusses practice schedules (blocked vs. interleaved) as part of instructional design.
- No articles explicitly addressed ESP.
- Teaching writing, gamification, and ESP had no direct matches.
- Artificial intelligence and instructional design were only tangentially addressed.