A Ten-Year Systematic Literature Review of English E-Learning Education (2014–2024)

English e-learning is taking center stage with accelerating technologies and mounting global demand for English skills. In this study, a systematic ten-year literature review (2014–2024) of 337 Web of Science-indexed publications is conducted. It applies bibliometric mapping and qualitative content analysis and examines the major themes, theory underpinnings, learning models, and technologies used. The dominance of blended learning and flipped learning models is seen. These models are marked by flexibility and interaction with the activation of the learners. Learning as autonomy and practice are the characteristics of the task-based designs and mobile learning. Several theories underlie these practices. Self-Determination Theory and Technology Acceptance Theory are concerned with the use of technology and learning motivation. Cognitive Diagnosis Theory and Item Response Theory underlie adaptive assessment generation. MOOCs remain the software platform utilized the most widely. SPOCs and newer tools such as MyEnglishLab, SymbalooEDU, artificial intelligence, and gamification are also gaining recognition. The review contributes through an interdisciplinary coming together and a demonstration of an evolution of the special domain. It proposes both pedagogic and technical changes characterizing English e-learning nowadays. It informs teachers and learning developers interested in interfacing pedagogy with technology. It also informs policymaking with frameworks supporting innovation and access. It concludes that English e-learning constitutes a tech breakthrough and a pedagogic shift. Future research should explore the interconnection of ideas across disciplines and an assessment of long-term learning outcomes.