This article discusses the significance and limitations of the studies concerning English language teaching (ELT) published in English 21 over the last 3 years (2017-2019) as an attempt to identify the current state and desirable directions of research. A total of 59 studies were post-hoc classified into three topic areas: (1) ELT methodology, (2) teachers, learners, and social contexts, and (3) materials, tools, and linguistic analyses of learner language. Evaluative comments were made not only on the internal and external validity of each study but on the overall contribution of recent efforts in the three broad areas. This review also takes account of the ideological and practical limitations of language teaching under the doctrinal guidelines of Communicative Language Teaching, and speculates that language learning in the next generation (and the teaching thereof) will be largely driven by and adjusted to personal needs rather than social ones. Finally, some suggestions for future research are drawn from the discussion.