This entry provides a systematic review of Mobile Augmented Reality (MAR) in language education. It begins by conceptualising MAR and outlining its key features: authenticity, interactivity, immersion, engagement, and convenience. The entry then establishes the theoretical alignment of MAR with constructivism, sociocultural theory, and connectivism, explaining how it facilitates situated, social, and networked language learning. Subsequently, the entry synthesises empirical evidence on MAR’s affordances, including personalised and inclusive learning, enhanced motivation, improved language proficiency, and teacher professional development. Finally, it highlights challenges and proposes future directions for stakeholders, emphasising the need for updated teacher education, collaborative content creation, accessible technological tools, and the cultivation of MAR literacy to ensure the ethical and effective integration of MAR.