Purpose: This paper reviews the studies in English language teaching focusing on pragmatics in the Turkish context in terms of their methodological choices. Design/Methodology/Approach: For this purpose, 57 studies published between 2001 and 2022 were identified and coded for different methodological choices. They were then analyzed to map their methods in terms of aims, research design, sample size, research setting, participants, the type of data, data collection instruments, the methods of data analysis, pragmatic aspects investigated and the findings. Findings: The results of the analysis indicate that there was an overreliance on some data collection and analysis methods. Studies commonly used elicitation tasks such as discourse completion tasks to collect elicited data and analyzed them using descriptive methodologies. Furthermore, studies that are in the university context populate the list of articles and few studies were conducted in primary and secondary school settings with younger learners. Highlights: The findings indicate that there are several research gaps in pragmatic studies in the field of English language teaching in the Turkish context.