This study conducts a science-mapping bibliometric analysis of research on digital storytelling (DST) within English language learning contexts, with a focus on uncovering the intellectual structure, influential contributors, and evolving research directions in the field. Following PRISMA guidelines, 344 documents indexed in Scopus were systematically identified and analyzed. Using VOSviewer 1.6.20 and Microsoft Excel, three dimensions of science mapping were examined, namely, influential authors and their co-citation patterns, frequently occurring author keywords, and emerging thematic trends. The analysis identified the most influential scholars, whose work forms the intellectual backbone of DST research, revealing four co-citation clusters that highlight distinct theoretical and pedagogical orientations. Keyword co-occurrence analysis further demonstrated the conceptual landscape of the field, uncovering key research foci and emerging trends, particularly in areas such as EFL education, collaborative learning, and digital literacy. The findings present a comprehensive overview of how DST research in English language learning has developed over time, from foundational studies to emerging thematic directions. By mapping the intellectual and conceptual discourse of the field, this study provides valuable insights for researchers, educators, and practitioners seeking to understand current knowledge structures and identify meaningful avenues for future inquiry in DST-based language education research.