<![CDATA[This study presents a comprehensive bibliometric analysis of Technology-Enhanced Language Learning (TELL) research from 2015 to 2025, examining 571 documents indexed in Scopus, including articles, conference papers, book chapters, and reviews. The analysis addresses six research questions concerning publication growth, contributing sources, influential authors, leading countries, prominent keywords and themes, and the current research landscape. Using VOSviewer and Bibliometrix for co-word analysis, citation mapping, and network visualization, the study reveals a field that has matured significantly, with a notable acceleration in publications following the COVID-19 pandemic. Findings indicate that Computer Assisted Language Learning and System are the most prolific journals, with the United States, the United Kingdom, and China as leading contributors. Keyword analysis identifies four thematic clusters—ELT and CALL with socio-political dimensions, practical instructional applications, computational infrastructure, and theoretical foundations—revealing a paradigmatic shift from tool-centric to human-centric research, with emerging foci on multilingualism, diversity, and language ideology. The study also exposes epistemic inequality in global scholarly networks, with peripheral positioning of Global South contexts. This review contributes a unified framework for understanding TELL's intellectual structure and temporal evolution, identifies critical research gaps including limited attention to less commonly taught languages and translanguaging pedagogy, and provides implications for theory, pedagogy, and policy to guide future research directions.]]>
Copyrights © 2026
