The present study carried out a bibliometric analysis of L2 eye-tracking research. VOSviewer, CiteSpace, and CitNetExplorer were used for the analysis. The data were 245 articles indexed by Social Sciences Citation Index (SSCI). The study identified the research topics, trends, promising research directions, influential authors and documents, and countries. Important clusters of research were related to L2 processing and cognitive aspects, language acquisition and learning strategies, explicit instruction, and bilingualism and lexical processing. The most prominent topics under these clusters were glosses, multimodality, vocabulary, incidental learning, visual attention distribution, bilingual subtitles, cognitive load, sight translation, keystroke recording, and captions. The analysis also showed the emerging trends in L2 research: pen-recording, audiovisual translation, mobile-assisted language learning, college settings, gesture, and prosody. These findings indicate that there is an increasing interplay between technology, nonverbal communication, and linguistic features in L2 learning and education. By giving a quantitative and comprehensive overview of the literature, this study does not merely contribute to our better understanding of the L2 eye-tracking research but also brings out direct practical implications in the design of more effective language teaching methodologies. The dynamism of the eye-tracking research points out the role of technology toward enriching language education and indicates areas for further exploration and development.