This study conducts a bibliometric analysis of empirical research on English teaching effectiveness in higher education from 2015 to 2025. Drawing data from the Scopus database, the analysis examines publication trends, author and institutional productivity, country-wise contributions, source journals, and keyword co-occurrence. The results reveal a significant increase in scholarly output over the past decade, with notable contributions from EFL contexts, particularly in Asia. Three major thematic clusters emerge：technology-enhanced pedagogy, learner-centered psychological dimensions, and instructional innovation. These indicate a global shift toward evidence-based, digitally mediated, and context-sensitive teaching approaches. While the field demonstrates methodological and thematic diversity, persistent gaps remain, including limited longitudinal studies and the absence of standardized evaluation frameworks. This study concludes by recommending future research directions such as cross-cultural investigations, mixed-methods designs, and greater alignment with educational policy. The findings offer a comprehensive overview of the field's intellectual trajectory and inform future efforts to enhance the effectiveness of English language instruction in higher education.