Lexical Bundles in English Language Textbooks: A Systematic Review

Abstract

Lexical bundles (LBs) are recurrent continuous sequences of two or more words that frequently appear in discourse. Acquiring these bundles helps compensate for short-term memory limitations, supports efficient language processing, and promotes both comprehension and production in English. Lexical bundles can be learned through English language (EL) textbook input. Numerous researchers advocate for the inclusion and emphasis of native-like lexical bundles in EL textbooks; however, relatively few studies have evaluated lexical bundles in these textbooks. This study seeks to review the literature on lexical bundles in EL textbooks over the past two decades (2004-2024) to identify research trends and gaps. The review relied on three databases: Web of Science Core Collection, Scopus, and ERIC. After a rigorous screening process, 18 relevant studies were identified and coded based on study identification, language context, research aims, textbook types, methodologies, target lexical bundles, and main findings (cf. Appendix A). The findings recommend future research in this domain continue to employ the corpus-assisted method to investigate lexical bundles in EL textbooks and conduct a comprehensive evaluation using multiple analytical dimensions to explore three- and four-word bundles in foundational-level English for General Purposes (EGP) textbooks and English for Specific Purposes (ESP) textbooks.