Beyond Words: Mapping the Landscape of Multimodality in English Language Writing (2020-2024)

Abstract

In recent years, the field of English language writing has undergone a significant transformation with the integration of multimodal and digitally driven pedagogies. Traditional, text-centric writing instruction is increasingly being supplemented or replaced by approaches that leverage diverse semiotic resources to meet evolving educational and technological demands. This shift aligns with global educational priorities such as Sustainable Development Goal 4 (Quality Education), which emphasises inclusive and equitable learning opportunities. This study presents a bibliometric analysis of research on multimodality in English language writing published between 2020 and 2024. Using the Dimensions AI database, 244 open-access journal articles were identified and analysed through performance analysis, bibliographic coupling, and keyword co-occurrence mapping using VOSviewer. The analysis maps publication trends, influential authors, sources, institutions, and countries, as well as the intellectual and thematic structure of the field. Results indicate that research output is concentrated in regions such as Indonesia, China, and the United Kingdom, with notable variation between publication volume and citation impact. Bibliographic coupling reveals four dominant research clusters: technology-enhanced writing pedagogy, translanguaging and inclusive practices, informal digital learning environments, and English-medium instruction. Keyword co-occurrence analysis reveals three recurring thematic orientations: pedagogical foundations, learning outcomes, and empirical research methods. Rather than evaluating instructional effectiveness, this study offers a structured overview of how multimodality in English language writing has been conceptualised and investigated in recent scholarship. The findings provide a reference point for future research design, theoretical positioning, and evidence-informed discussion of multimodal writing within English language education.