The COVID-19 pandemic has resulted in massive publications indexed in various databases that store the bibliographic elements of the articles containing authors, countries, organizations, and keywords to make the papers searchable. By focusing on the Scopus database, this paper collected 444 documents under the keywords “teaching English in the pandemic” published from 2020 to 2022 and used Vos viewer to present the bibliometric analysis. The analysis found that (1) other than the US, authors from developing countries, particularly Asia, have contributed the most documents to the database; (2) the most cited documents were on the topics of online assessment, teacher and pre-service teacher professional development, and teacher identity shift; and (3) Malaysian education organizations have produced the documents cited the most. It concluded that the teaching-learning online setting motivated scholars to examine how the pandemic urged the development of teacher professionalism. Despite the opportunities to develop their pedagogical knowledge by using technology, teachers also faced the anxiety that affected their identity during the pandemic. Since this paper only limited its discussion to the Scopus database, further research investigating the other databases is highly suggested to map broader research trends during the pandemic.