The Technological Pedagogical Content Knowledge Framework in English Language Teaching (TPACK-ELT) has gained significant attention in educational research. This theoretical model explores the intricate interplay between technology, pedagogy, and content knowledge in language education. As technology continues to play a crucial role in teaching and learning, understanding the progress and impact of TPACK-ELT research has become increasingly important. Therefore, this study presents a comprehensive bibliometric analysis of TPACK-ELT journal articles published between 2006 and 2021. The analysis aims to uncover annual publication trends, identify influential authors and institutions, examine the contributions of different countries, highlight prominent TPACK-ELT journal publishers, identify highly cited articles and prevalent keywords, and identify emerging topic trends in TPACK-ELT research. Applying a descriptive quantitative approach and data from the Scopus database, bibliometric analysis was conducted using "Biblioshiny" and "VOSviewer." The findings indicate a consistent increase in TPACK-ELT article productivity over time. Asia emerges as a dominant region, excelling in various categories including author productivity, institutional contributions, and citation impact. However, disparities exist in terms of the most impactful authors and cited countries. Co-authorship mapping reveals potential influences on authors' productivity and impact. Furthermore, the selected articles demonstrate alignment between keywords and the targeted journal aims and scopes. Co-occurrence analysis of keywords provides insights into potential topic trends for future studies. Overall, this research emphasizes the need to enhance research productivity in the field of TPACK-ELT, thereby advancing the understanding and application of this framework in English language teaching.