<![CDATA[Digital and interactive games have transformed language pedagogy through low-anxiety, interactive environments. Unlike prior general computer-assisted language learning (CALL) reviews, this study focuses exclusively on mapping digital game-based learning (DGBL) in English skill development. Guided by the PRISMA framework, bibliographic metadata were retrieved from Scopus. While Scopus-only coverage limits generalizability across unindexed databases, it ensures high-quality peer-reviewed records. From an initial retrieval of 6,128 raw records published between 2016 and July 2026, screening against predefined relevance criteria peer-reviewed English-language journal articles and conference proceedings evaluating game-based English acquisition yielded a final dataset of 579 studies. Performance analysis and network visualization executed via VOSviewer and Bibliometrix reveal a shift from a Foundational Phase (2016–2020) to an Accelerated Integration Phase (2021–July 2026) driven by immersive tools and AI. Asian EFL jurisdictions dominate output, led by China (47.0%) and Indonesia (9.1%). Temporal keyword mapping shows an evolution from basic gamification mechanics to learning analytics, federated learning, and generative AI. Despite growth, critical gaps persist regarding long-term linguistic retention and complex speaking/pragmatic competencies, which our structural mapping reveals more clearly than prior broad syntheses. Given the dominance of Asian EFL contexts and the strong focus on foreign language anxiety reduction, educational policymakers and curriculum designers should integrate accessible, low-fidelity gamified tools into task-based curricula while investing in teacher digital literacy to foster equitable and pedagogically sound language instruction.]]>
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