English has increasingly become an essential second language as well as a language for international communication. However, there is little research that examines the dimensions of mobile learning for both researchers and instructional designers and focuses on effective uses of the latest mobile learning technologies for education. There have been no reviews of research on mobile English learning. This paper aims to provide a comprehensive analysis of the research on Mobile English Language Learning (MELL) material to initiate an evidence-based discussion on the usage of mobile learning in English language education. Findings from existing literature show that studying and reviewing mobile learning leads to a deeper understanding of its effect and possibilities with respect to learning the English language. Additionally, findings also indicate that when it comes to English language skills, vocabulary is the most-used skill, and the most common problem that studies mention is that of motivation. Further studies need to investigate other terms and keywords that reflect on the use of mobile learning.