Research Trends and Hotspots in Formative Assessment in English Language Teaching over the Past Two Decades: A Bibliometric Analysis Based on CiteSpace Research

Ma Yanhui, Feng Xiaohang

School of Foreign Languages, Harbin University of Science and Technology

Abstract：

Formative assessment has become a key research topic in English language teaching in recent years. Based on literature from the China National Knowledge Infrastructure (CNKI) and the Web of Science Core Collection from 2005 to 2025, this study employs CiteSpace to conduct a visualized analysis, constructing knowledge maps to identify research hotspots and evolutionary trends. The results show that the number of publications has generally increased over time, with high-frequency keywords including “formative assessment” ”College English” ”feedback” and “peer assessment.” Domestic studies mainly focus on College English and teaching evaluation, emphasizing assessment system construction and classroom application. In contrast, international research centers on feedback mechanisms and learner development, gradually extending to cognitive factors and technological integration, with a stronger empirical orientation. In recent years, AI-supported automated assessment and assessment literacy have emerged as new research frontiers. Overall, while domestic and international studies show convergence in themes, they differ in focus. This study provides insights into the development of the field and offers references for future research and practice.

Key Words：

formative assessment; English language teaching; CiteSpace; visualization