This article offers a rigorous and forward-looking examination of contemporary research directions and transformative trends within the fields of TESOL (Teaching English to Speakers of Other Languages) and TEFL (Teaching English as a Foreign Language). Positioned at the intersection of rapidly evolving technologies, innovative pedagogies, and urgent social justice imperatives, the article provides a strategic roadmap for graduate students and researchers aiming to conduct impactful, relevant studies in English language education. It foregrounds the expanding role of Artificial Intelligence (AI) and immersive technologies--such as adaptive assessment systems, natural language processing, virtual and augmented reality--in personalising and enriching language learning experiences while critically addressing associated ethical challenges like algorithmic bias and data privacy. Simultaneously, the article highlights groundbreaking shifts toward multilingual pedagogies, translanguaging practices, and culturally sustaining approaches that challenge traditional native-speaker norms and embrace linguistic diversity as a key pedagogical asset. Methodological innovations, including mixed methods and action research, are examined as vital tools for capturing the socio-cultural complexity of language learning and empowering practitioner-driven inquiry. Additionally, the article underlines the necessity of sustained professional development aimed at equipping educators with technological competencies and critical digital literacy for an equitable and inclusive digital era. Through a synthesis of theoretical insights and empirical evidence, this comprehensive review advances a socially responsible and ethically informed vision of TESOL/TEFL scholarship, emphasising the critical importance of bridging theory and practice to foster global English language education that is innovative, inclusive, and just.