<![CDATA[This systematic review investigates the effectiveness, usability, and implementation of mobile augmented reality (AR) applications for English vocabulary acquisition. Using PRISMA guidelines, 33 studies were identified across major academic databases. The review categorizes mobile AR applications into three types gamified, contextualized, and lexical-database-based and examines their pedagogical design, target learner groups, and learning outcomes. Results show that mobile AR enhances vocabulary knowledge, retention, and transfer to other language skills such as reading and writing. Gamified and contextualized AR tools significantly improve learners’ motivation, engagement, and enjoyment, supporting a learner-centered and interactive approach. Usability assessments indicate a generally positive user experience, although accessibility issues related to device compatibility and digital divides such as mobile device availability, internet network accessibility, and lack of digital literacy persist among learners. Despite promising findings, methodological weaknesses such as small sample sizes and inconsistent assessment tools limit generalizability. Future research should address these limitations through longitudinal, large-scale studies and improved standardization of vocabulary knowledge measures. Overall, mobile AR presents substantial pedagogical potential for enriching English vocabulary learning through immersive English learning experience.]]>
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