Vocabulary plays a crucial role in developing strong language skills for English language learners, contributing to their overall educational sustainability. However, engaging students in vocabulary activities can be a persistent challenge. Previous research has suggested that Mobile Assisted Language Learning (MALL) could be an effective approach in English classrooms. However, there is still a lack of recent research that specifically examines the use of MALL for improving vocabulary acquisition. Therefore, this article presents a systematic review of literature focused on the usage of Mobile Assisted Language Learning with a specific emphasis on vocabulary acquisition. The aim of this review is to explore the types of MALL used in teaching English and how it is implemented in English language teaching. The review follows the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines and includes 15 relevant articles obtained from the Scopus, ERIC and Web of Science (WoS) databases. Through careful screening and application of exclusion and inclusion criteria, the selected articles are analysed to shed light on the usage of MALL in ESL classroom for vocabulary acquisition. The findings highlight the types of MALL used in English classrooms and how these approaches were implemented to foster transformative learning.
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