Global Research Trends in English Language Teaching (Elt) Curriculum And Materials Development: A Bibliometric Review

Background English Language Teaching (ELT) has experienced numerous transformations over time, shaped by evolving educational paradigms, increased global mobility, and technological advancements. The fundamental principle of ELT curriculum design emphasizes the dual focus on linguistic competence and learners’ social-cognitive development. The digital transformation has accelerated innovation in materials design, promoting multimodal, collaborative, and hybrid learning environments. Methods This research employed a bibliometric approach, which constitutes an empirical research methodology. Bibliometric analysis quantitatively assesses published works, such as articles, books, or conference proceedings. This study conducts a comprehensive analysis of global research trends in English Language Teaching (ELT) curriculum and materials development using data extracted from the Scopus database. A total of 171 publications from 2015 to 2024 were analyzed with the aid of Bibliophagy, VOSviewer, and Microsoft Excel to identify major publication patterns, citation metrics, collaborative networks, and keyword co-occurrences. Result The results reveal a notable surge in research activity, particularly after the COVID-19 pandemic, reflecting the urgent need for digital learning resources, pedagogical innovation, and adaptable curricula. Thematic mapping identified curriculum, teaching, and materials development as mature and central themes, while theoretical constructs such as curriculum innovation and neoliberalism remain underexplored and peripheral. Geographically, research productivity was concentrated in East and Southeast Asia, with China and Indonesia emerging as leading contributors, suggesting the need for broader international collaboration. Conclusion Overall, this study enhances understanding of the intellectual landscape and evolution of ELT curriculum and materials development and highlights the importance of integrating theory-driven approaches with data-based insights to foster inclusive, context-sensitive, and pedagogically grounded practices in English Language Teaching. These findings offer valuable implications for teachers, researchers, and policymakers seeking to align curriculum design and materials development with global educational transformations.