Blended Learning in English Language Education from Inception to 2025: A Global Bibliometric Analysis of Trend Topics, Research Themes, Gaps, and Future Directions
Keywords:
English language education; blended learning; bibliometric analysis; trend topics; research themesAbstract
Blended learning has established itself as the foundation for English language education in the digital age, with advanced technologies such as artificial intelligence enhancing rather than replacing this approach. Previous bibliometric studies examined blended learning generally in higher education contexts but not specifically in English language education. This study addresses this gap by conducting a comprehensive bibliometric analysis of blended English language learning, examining publication trends, citation impact, influential works, trend topics, research themes, and research gaps with future research directions using 499 valid documents retrieved from Scopus database. biblioMagika was employed for citation metrics analysis, Biblioshiny for identifying top-cited documents and trend topics, and VOSviewer for research themes mapping through author keywords co-occurrence. The findings reveal steady publication growth from 2005 to 2025, with trend topics evolving across three phases: technological foundations (2016 – 2020), learner-centred investigations (2021 – 2023), and data-driven optimisation (2024 – 2025). Network visualisation identifies three major research clusters: pedagogical approaches and quality evaluation, effectiveness evaluation and implementation barriers, and learner psychological factors with technology acceptance. Critical research gaps emerge in technology acceptance mechanisms, where investigations focus narrowly on basic Technology Acceptance Model constructs without comprehensive frameworks. Future research should apply extended frameworks such as UTAUT2, examining attitude as a mediator and self-directed learning readiness as a moderator affecting learners’ behavioural intention to use blended English language learning.
https://doi.org/10.26803/ijlter.25.2.41
References
Abd Rahman, S. F. (2020). Factors affecting Malaysian English as a second language (ESL) lecturers’ attitude and intention in using flipped learning [Doctoral dissertation]. Universiti Kebangsaan Malaysia.
Addam, B. (2025). Anatomy of blended learning integration in higher education: Reflections of academics in a comprehensive university. International Journal of Learning, Teaching and Educational Research, 24(1), 500–519. https://doi.org/10.26803/ijlter.24.1.25
Adinda, D., Marquet, P., & Ntihinyuzwa, T. (2019). EFL blended learning course: Implementing a discussion forum to enhance students’ self-direction. Proceedings of the European Conference on E-Learning (ECEL), 1–10. https://doi.org/10.34190/EEL.19.047
Ahmi, A. (2023). OpenRefine: An approachable tool for cleaning and harmonizing bibliographical data. AIP Conference Proceedings, 2827(1). https://doi.org/10.1063/5.0164724
Ahmi, A. (2024a). biblioMagika. https://bibliomagika.com/
Ahmi, A. (2024b). Bibliometric analysis using biblioMagika® (2nd ed.). Academic Research Society of Malaysia. https://aidi-ahmi.com/index.php/bibliometric-analysis-using-bibliomagika
Albl-Mikasa, M., Ehrensberger-Dow, M., Gieshoff, A. C., & Hunziker Heeb, A. (2024). English as a lingua franca in interpreting and translation: A survey of practitioners. Frontiers in Communication, 9, 1413110. https://doi.org/10.3389/fcomm.2024.1413110
Amiruddin, A. N., Huzaimi, N. H. A., Mohamad, M., & Ani, M. F. (2022). Challenges and benefits of blended learning on tertiary education ESL classrooms: A literature review. Creative Education, 13(11), 3715–3730. https://doi.org/10.4236/ce.2022.1311235
Apandi, A. M., & Raman, A. (2020). Factors affecting successful implementation of blended learning at higher education. International Journal of Instruction, Technology, and Social Sciences, 1(1), 13–23. https://ijitsc.net/journal/index.php/home/article/view/12
Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
Ashraf, M. A., Shabnam, N., Tsegay, S. M., & Huang, G. (2023). Acceptance of smart technologies in blended learning: Perspectives of Chinese medical students. International Journal of Environmental Research and Public Health, 20(3), 2756. https://doi.org/10.3390/ijerph20032756
Attuquayefio, S. N. (2022). Students' responses to learning management systems in a blended learning context. International Journal of Online Pedagogy and Course Design, 12(1), 1–17. https://doi.org/10.4018/IJOPCD.293208
Azizi, S. M., Roozbahani, N., & Khatony, A. (2020). Factors affecting the acceptance of blended learning in medical education: Application of UTAUT2 model. BMC Medical Education, 20, 1–9. https://doi.org/10.1186/s12909-020-02302-2
bibliometrix. (2025, September 9). normalizeCitationScore: Calculate the normalized citation score metric. Bibliometrix: Comprehensive Science Mapping Analysis. https://rdrr.io/cran/bibliometrix/man/normalizeCitationScore.html
Bich, N. T., Huong, V. T. M., Thuy, K. P., & Binh, P. T. (2024). Exploring research trends and network characteristics in blended learning in higher education: Bibliometric methods and VOSViewer software analysis. Journal of Higher Education Policy and Leadership Studies, 5(3), 168–178. https://doi.org/10.61186/johepal.5.3.168
Bornmann, L., & Marx, W. (2014). How to evaluate individual researchers working in the natural and life sciences meaningfully? A proposal of methods based on percentiles of citations. Scientometrics, 98(1), 487–509. https://doi.org/10.1007/s11192-013-1161-y
Bornmann, L., & Wohlrabe, K. (2019). Normalisation of citation impact in economics. Scientometrics, 120, 841–884. https://doi.org/10.1007/s11192-019-03140-w
Cai, Q. (2025). Factors influencing engagement in EFL learning of higher education learners in blended learning environments. International Journal of Educational Research, 131. https://doi.org/10.1016/j.ijer.2025.102587
Cao, S., & Phongsatha, S. (2025). An empirical study of the AI-driven platform in blended learning for Business English performance and student engagement. Language Testing in Asia, 15(39). https://doi.org/10.1186/s40468-025-00376-7
Chávez Herting, D., Cladellas Pros, R., & Castelló Tarrida, A. (2020). Habit and social influence as determinants of PowerPoint use in higher education: A study from a technology acceptance approach. Interactive Learning Environments, 31(1), 497–513. https://doi.org/10.1080/10494820.2020.1799021
Cheung, S. K. S., & Wang, F. L. (2019). Blended learning in practice: Guest editorial. Journal of Computing in Higher Education, 31(2), 229–232. https://doi.org/10.1007/s12528-019-09229-8
Chu, P. Q., Chowdhury, R., & Le, T. T. T. (2025). Using the UTAUT2 model to determine the factors affecting students’ acceptance of blended learning for English writing. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 26(3), 24–42. https://doi.org/10.54855/callej.252632
Cobo, M. J., López-Herrera, A. G., Herrera-Viedma, E., & Herrera, F. (2011). Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for Information Science and Technology, 62(7), 1382–1402. https://doi.org/10.1002/asi.21525
Cruz-Cárdenas, J., Parra-Domínguez, J., Zabelina, E., Deyneka, O., & Ramos-Galarza, C. (2023). Blended learning and higher education: A bibliometric analysis. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. HCII 2023. Lecture Notes in Computer Science (Vol. 14041, pp. 456–465). Springer. https://doi.org/10.1007/978-3-031-34550-0_33
Crystal, D. (2017). English as a global language (2nd ed.). Cambridge University Press. https://worldcat.org/title/1012859876
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Dwivedi, Y. K., Rana, N. P., Jeyaraj, A., Clement, M., & Williams, M. D. (2019). Re-examining the Unified Theory of Acceptance and Use of Technology (UTAUT): Towards a revised theoretical model. Information Systems Frontiers, 21, 719–734. https://doi.org/10.1007/s10796-017-9774-y
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(3). https://doi.org/10.1186/s41239-017-0087-5
Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended learning enters the mainstream. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 195–206). Pfeiffer.
Espiritu Bersomin, A., Bedoya Ulla, M., Saripa, A., Suebsom, K., & Lemana Ii, H. E. (2024). Blended learning and its impact on English reading comprehension among Thai vocational students. REFLections, 31(1), 165–185. https://doi.org/10.61508/refl.v31i1.272396
Gao, Z., Li, X., & Liao, H. (2024). Teacher support and its impact on ESL student engagement in blended learning: The mediating effects of L2 grit and intended effort. Acta Psychologica, 248. https://doi.org/10.1016/j.actpsy.2024.104428
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103
Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge. https://www.routledge.com/E-Learning-in-the-21st-Century-A-Community-of-Inquiry-Framework-for-Research/Garrison/p/book/9781138953567
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
Graham, C. R. (2006). Blended learning systems: Definition, current trends and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer.
Guided Learning Hours. (2024). Cambridge English Support Site. https://support.cambridgeenglish.org/hc/en-gb/articles/202838506-Guided-learning-hours
Hallinger, P., & Chatpinyakoop, C. (2019). A bibliometric review of research on higher education for sustainable development, 1998-2018. Sustainability, 11(8), 2401. https://doi.org/10.3390/su11082401
Hamzah, F., Phong, S. Y., Sharifudin, M. A. S., Zain, Z. M., & Rahim, M. (2020). Exploring students’ readiness on English language blended learning. Asian Journal of University Education, 16(4), 161–170. https://doi.org/10.24191/ajue.v16i4.11948
Hashim, H. (2016). Factors affecting Malaysian polytechnic English as second language (ESL) learners’ attitude and intention for using mobile learning [Doctoral dissertation]. Universiti Kebangsaan Malaysia.
Hassan, I., Abdul Rahman, A. M., & Latiff Azmi, M. N. (2021). Development of English writing skills through blended learning among ESL learners in Malaysia. Arab World English Journal (AWEJ) , Special Issue on CALL(7), 377–389. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3906325
Hebebci, M. T., & Ozer, N. (2023). Blended learning in higher education: A bibliometric analysis. Turkish Online Journal of Distance Education, 24(3), 93–116. https://doi.org/10.17718/tojde.1143832
Hicks, D., Wouters, P., Waltman, L., de Rijcke, S., & Rafols, I. (2015). Bibliometrics: The Leiden Manifesto for research metrics. Nature, 520, 429–431. https://doi.org/10.1038/520429a
Hiemstra, R., & Brockett, R. G. (2012). Reframing the meaning of self-directed learning: An updated model. Adult Education Research Conference Proceedings, 155–161. https://newprairiepress.org/aerc/2012/papers/22
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5
Ishmuradova, I. I., Chistyakov, A. A., Chudnovskiy, A. D., Grib, E. V., Kondrashev, S. V., & Zhdanov, S. P. (2024). A cross-database bibliometrics analysis of blended learning in higher education: Trends and capabilities. Contemporary Educational Technology, 16(2). https://doi.org/10.30935/cedtech/14478
Jendli, A., & Albarakati, M. (2024). Exploring motivational dynamics: The role of oral activities in improving Arab students’ learning of English. International Journal of Learning, Teaching and Educational Research, 23(3), 131–149. https://doi.org/10.26803/ijlter.23.3.7
Jenkins, J., & Morán Panero, S. (2024a). English and ELF in global education. In J. Jenkins & S. Morán Panero (Eds.), Global Englishes: A resource book for students (4th ed., pp. 93–122). Routledge. https://doi.org/10.4324/9781003027805
Jenkins, J., & Morán Panero, S. (2024b). English as an international lingua franca. In J. Jenkins & S. Morán Panero (Eds.), Global Englishes: A resource book for students (4th ed., pp. 67–92). Routledge. https://doi.org/10.4324/9781003027805
Jiang, F. (Kevin), & Su, H. (2025). Exemplification and its local grammar patterns in English as an academic lingua franca in research writing. Journal of English for Academic Purposes, 75, 101504. https://doi.org/10.1016/j.jeap.2025.101504
Jung, I., & Lee, J. (2019). A cross-cultural approach to the adoption of open educational resources in higher education. British Journal of Educational Technology, 51(1), 263–280. https://doi.org/10.1111/bjet.12820
Khodabandeh, F., & Mombini, A. (2024). Exploring the effect of augmented reality technology on high school students’ vocabulary learning, personality traits, and self-efficacy in flipped and blended classes. Education and Information Technologies, 29, 16027–16050. https://doi.org/10.1007/s10639-024-12486-5
Lai, Y., Saab, N., & Admiraal, W. (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, 104413. https://doi.org/10.1016/j.compedu.2021.104413
Lee, K. (2025). Korean professionals’ experience with using Business English as a Lingua Franca (BELF): A grounded theory approach. Journal of Business and Technical Communication, 39(2), 225–265. https://doi.org/10.1177/10506519241307789
Li, D., Hashim, H., & Sulaiman, N. A. (2025). Trends, hotspots and future prospects: The evolution of teachers’ roles in educational settings: A bibliometric analysis (2005-2025). International Journal of Learning, Teaching and Educational Research, 24(9), 361–383. https://doi.org/10.26803/ijlter.24.9.18
Li, H. (2024). Improve English learning through artificial intelligence for online and offline mixed teaching path. Scalable Computing: Practice and Experience, 25(1), 481–494. https://doi.org/10.12694/scpe.v25i1.2399
Li, R. (2022). Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000-2019. ReCALL, 34(3), 309–326. https://doi.org/10.1017/S0958344021000343
Lim, W. M., Kumar, S., & Donthu, N. (2024). How to combine and clean bibliometric data and use bibliometric tools synergistically: Guidelines using metaverse research. Journal of Business Research, 182. https://doi.org/10.1016/j.jbusres.2024.114760
Liu, J. (2025). Optimization and effect analysis of college English blended teaching system based on artificial intelligence algorithm. International Journal of High Speed Electronics and Systems. https://doi.org/10.1142/s012915642540614x
Liu, X., & Deris, F. D. (2022). CoI-based teaching practices to promote EFL learners’ online discussion in China’s blended learning context. Asian Journal of University Education, 18(2), 477–488. https://doi.org/10.24191/ajue.v18i2.18000
Mahlangu, T. P. (2024). Understanding the learning space, a reflection on blended learning in higher education: A bibliometric analysis. In M. Carmo (Ed.), Education and New Developments (pp. 491–495). inScience Press. https://doi.org/10.36315/2024v1end110
Maridueña, I. A. L., Muñoz, P. R. A., López, C. M. C., Cordova, S. D. R., Vinueza, V. J. C., & Valenzuela, A. M. A. (2024). Bibliometric analysis of research on heuristic method, research skills and teaching practice in higher education: A perspective from online and blended learning based on Scopus database (2013-2023). Evolutionary Studies in Imaginative Culture, 8.1(S1), 788–803. https://doi.org/10.70082/esiculture.vi.912
Mauranen, A., & Vetchinnikova, S. (Eds.). (2020). Language change: The impact of English as a lingua franca. Cambridge University Press. https://doi.org/10.1017/9781108675000
Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: A comparative analysis. Scientometrics, 106(1), 213–228. https://doi.org/10.1007/s11192-015-1765-5
Mustapha, Y., Hilmi, M. F., Mansor, S., & Saad, S. M. (2022). Prospect and challenges of blended learning in Malaysia: A systematic literature review. Asian Journal of Research in Education and Social Sciences, 4(3), 51–61. https://doi.org/10.55057/ajress.2022.4.3.5
Peng, R., & Fu, R. (2021). The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment. Australasian Journal of Educational Technology, 37(6). https://ajet.org.au/index.php/AJET/article/view/6235/1770
Qi, P., Jumaat, N. F. B., Abuhassna, H., & Ting, L. (2024). A comprehensive bibliometric analysis of blended learning in language education. In B. I. Edwards, L. T. Tanko, M. Klufallah, H. Abuhassna, & C. C. Chinedu (Eds.), Reimagining Transformative Educational Spaces. Lecture Notes in Educational Technology (pp. 197–216). Springer. https://doi.org/10.1007/978-981-97-8752-4_11
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z
Raman, A., Thannimalai, R., Don, Y., & Rathakrishnan, M. (2021). A bibliometric analysis of blended learning in higher education: Perception, achievement and engagement. International Journal of Learning, Teaching and Educational Research, 20(6), 126–151. https://doi.org/10.26803/ijlter.20.6.7
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5–22. https://doi.org/10.1177/0033688214561621
Rosalinda, C., Budiwati, N., & Ramadhan, I. A. (2022). Blended learning in higher education: A bibliometric analysis. Pedagonal: Jurnal Ilmiah Pendidikan, 6(2), 238–252. https://doi.org/10.55215/pedagonal.v6i2.5775
Rudhumbu, N. (2022). Applying the UTAUT2 to predict the acceptance of blended learning by university students. Asian Association of Open Universities Journal, 17(1), 15–36. https://doi.org/10.1108/AAOUJ-08-2021-0084
Sandu, A., Ioan??, I., Delcea, C., Geant?, L. M., & Cotfas, L. A. (2024). Mapping the landscape of misinformation detection: A bibliometric approach. Information, 15(60). https://doi.org/10.3390/info15010060
Schubert, A., & Braun, T. (1993). Reference standards for citation based assessments. Scientometrics, 26(1), 21–35. https://doi.org/10.1007/bf02016790
Shi, L., Muhammad Umer, A., & Shi, Y. (2023). Utilizing AI models to optimize blended teaching effectiveness in college-level English education. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2282804
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
Starfield, S. (2025). Critical perspectives on ESP. In S. Starfield & C. A. Hafner (Eds.), The Handbook of English for Specific Purposes (pp. 543–561). John Wiley & Sons. https://doi.org/10.1002/9781119985068.ch28
Sun, L., Asmawi, A., Dong, H., & Zhang, X. (2024). Exploring the transformative power of blended learning for Business English majors in China (2012–2022) – A bibliometric voyage. Heliyon, 10(2), 1–14. https://doi.org/10.1016/j.heliyon.2024.e24276
Tamilmani, K., Rana, N. P., Prakasam, N., & Dwivedi, Y. K. (2019). The battle of Brain vs. Heart: A literature review and meta-analysis of “hedonic motivation” use in UTAUT2. International Journal of Information Management, 46, 222–235. https://doi.org/10.1016/j.ijinfomgt.2019.01.008
Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. Heliyon, 10(17). https://doi.org/10.1016/j.heliyon.2024.e36876
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students’ academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12). https://doi.org/10.1016/j.heliyon.2022.e12657
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
van Eck, N. J., & Waltman, L. (2014). Visualizing Bibliometric Networks. In Y. Ding, R. Rousseau, & D. Wolfram (Eds.), Measuring Scholarly Impact (pp. 285–320). Springer. https://doi.org/10.1007/978-3-319-10377-8_13
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412
Victoria, M., Xu, F. H., & Pilcher, N. (2025). English as a Lingua Franca: Intercultural interaction in the context of Asian ‘third space.’ Asian Englishes, 27(1), 159–177. https://doi.org/10.1080/13488678.2024.2405278
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.; 2nd ed.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Waltman, L., van Eck, N. J., & Noyons, E. C. M. (2010). A unified approach to mapping and clustering of bibliometric networks. Journal of Informetrics, 4(4), 629–635. https://doi.org/10.1016/j.joi.2010.07.002
Wang, B., Cheng, L., Qi, X., Wu, X., & Li, S. (2025). A bibliometric study of production-oriented approach in English reading instruction with blended learning. Proceedings of the 2024 the 16th International Conference on Education Technology and Computers, ICETC 2024, 391–397. https://doi.org/10.1145/3702163.3702445
Wei, Y. (2024). Application of blended learning in the intercultural communication course in English in Chinese universities. In R. Chowdhury & H. A. Tuan (Eds.), Engaging with Australasia: Comparative Research on ELT and English Teacher Education (pp. 185–206). Palgrave Macmillan. https://doi.org/10.1007/978-981-97-4038-3_7
Wu, H., & Luo, S. (2022). Integrating MOOCs in an undergraduate English course: Students’ and teachers’ perceptions of blended learning. SAGE Open, 12(2). https://doi.org/10.1177/21582440221093035
Xie, X. (Serina), & Fang, F. (2024). ‘Walking out from the flat’: Pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad. Language and Education, 39(3), 771–789. https://doi.org/10.1080/09500782.2024.2378110
Yang, Y., & Tan, J. (2025). Factors influencing the active engagement of undergraduate EFL students in blended learning: A gender-based multigroup analysis. SAGE Open, 15(2). https://doi.org/10.1177/21582440251336512
Ye, L., Kuang, M., & Liu, S. (2022). ICT self-efficacy, organizational support, attitudes, and the use of blended learning: An exploratory study based on English teachers in basic education. Frontiers in Psychology, 13, 941535. https://doi.org/10.3389/fpsyg.2022.941535
Zhang, Y. (2023). Design of AI speech recognition platform based on BP network for English blended teaching mode. International Journal of System Assurance Engineering and Management. https://doi.org/10.1007/s13198-023-02147-0
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Wen Lee Ng, Nur Ainil Sulaiman, Melor Md Yunus
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
