Tracing Research Trends of AB English Language Theses for More Responsive Curriculum

Abstract

This study traced methodological and thematic trends in 475 AB English Language undergraduate theses produced across three campuses of Pangasinan State University from Academic Year 2017–2018 to 2024–2025 to inform a more research-responsive curriculum. Employing a descriptive quantitative design and document analysis, each thesis was coded for research type, research design, framework utilization, data sources, data analysis techniques, sampling methods, and thematic focus. Descriptive statistics summarized distributions, chi-square tests with Cramér’s V examined associations among methodological choices, and concentration indices (Gini coefficient, Herfindahl–Hirschman Index, Shannon’s entropy) quantified methodological concentration across five domains. Results showed a strong dominance of quantitative, descriptive correlational designs, heavy reliance on questionnaires and basic statistical analyses, and widespread use of conceptual rather than purely theoretical frameworks, with very strong associations indicating highly standardized methodological “chains” from research type to sampling, data source, and analysis. Concentration indices consistently pointed to moderate to high levels of methodological concentration, confirming limited diversity despite the availability of alternative approaches. Thematically, theses focused mainly on English language teaching and proficiency, with fewer studies addressing emerging priorities such as digital literacies, World Englishes, and critical or policy-oriented topics. Based on these findings, the study recommends restructuring the research component of the AB English Language curriculum into a three-course sequence, supported by targeted faculty development and enhanced research infrastructure, to foster methodological plurality and closer alignment with contemporary trends in language education research.