Exploring Learner Identity in ICLE from a Cross-Cultural Perspective: A Scientometric Analysis Based on Cite Space

Abstract

Background and Aim: The study of learner identity in International Chinese Language Education (ICLE) has emerged as a significant area of research. This paper aims to develop a comprehensive scientific knowledge map in this field, exploring research hotspots and emerging trends in ICLE learner identity, as well as providing reference and guidance for future studies. Materials and Methods: Utilizing 408 literature records from the China National Knowledge Infrastructure (CNKI) database, spanning from 2000 to 2023, this study employs bibliometric techniques and CiteSpace visual analysis. The analysis covers the trend of publication outputs, involvement of key institutions, analysis of hot keywords, their clustering, and burst rates, culminating in an extensive knowledge map. Results: The analysis yielded several key findings: 1. A significant increase in research within this domain; 2. A lack of extensive collaboration among institutions; 3. The identification of three major research themes through keyword clustering: 'Cultural Adaptation and Identity,' 'Learner Identity in Diverse Cultural Contexts,' and 'Educational and Communication Strategies'; 4. The division of the field's development into three distinct periods: 2000-2009, 2010-2017, and 2018-present. Conclusion: Future research should focus on: 1. Enhancing and deepening the methodological approaches for studying ICLE learner identity; 2. Fostering collaborative networks among scholars and academic institutions; 3. Emphasizing the application of concepts and theoretical frameworks in real-world contexts; 4. We are continuously addressing current and practical challenges within the field.