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This state-of-the-art paper is an attempt to shed the light on a new paradigm shift in English language teaching field – English as an International Language (EIL). Geared under theory-driven perspectives from McKay-s (2003) work, the discussion in this paper is outlined based on five themed issues in the area of English as an international language such as goals of teaching and learning English, native-speaker fallacy, the use of mother tongue, teaching materials, and cultural contents. The paper suggests policymakers to bring EIL pedagogy into classroom contexts. Recommendations for further research are also offered at the end of the discussion.