Same Voices, Different Contexts? A Scopus-based Comparative Scientometric Review of ELT in Islamic and Mainstream Institutions

This study examines whether English Language Teaching (ELT) in Islamic institutions voices the same opportunities and challenges as those in mainstream educational contexts. Drawing on Scopus as the primary data source, a scientometric approach is employed to analyze publication patterns, citation impact, co-authorship networks, and thematic clusters across both types of institutions. The analysis seeks to uncover convergences and divergences in how ELT is researched, debated, and developed within different educational traditions.

By comparing the intellectual structures and scholarly visibility of Islamic and mainstream institutions, the study highlights the extent to which their contributions align with or diverge from global ELT discourse. The findings aim to provide evidence-based insights into the positioning of Islamic institutions in international scholarship, while also identifying areas for collaboration, innovation, and capacity building. Ultimately, the study addresses the question: Do ELT voices resonate similarly across contexts, or do they reveal distinct concerns?