This study presents an overview and critical analysis of the literature related to Twitter and language learning published from 2009 to 2016. Seventeen studies were selected for inclusion based on a four-phase identification procedure, which helped us to identify published studies that resulted in a content analysis of themes in the articles emerging from the data set. Guiding questions include the following: What types of research have been conducted on Twitter in educational settings? How was Twitter used for language learning? What educational benefits were found by using Twitter for language learning? and What challenges and future research does the current research offer for Twitter and language learning? The analysis points to the potential of microblogging as a way to promote interaction and communication, potentially with native speakers, to build community, and to encourage noticing and negotiation of meaning. Results reveal that Twitter is used diversely in language education settings; it can be used at different levels, settings, and with a variety of tasks. They also shed light on educational practices and how language learning students interact with native speakers, develop language skills and competencies, and build community in the language classroom.