The present article provides a review of 48 studies related to mobile assisted language learning, published mostly in the last decade with the aim of demonstrating a mind map of how mobile devices have been put into learning experience among learners with diverse backgrounds and learning settings such as formal, informal, blended, etc. In this way, it is attempted to compare the concepts such as CALL and MALL; to present the theoretical underpinnings that have been focused on the empirical studies; to revise the opportunities and the obstacles related to the MALL implementations identified in the reviewed studies; and to provide further research guidelines for the researchers interested in the field. The results yield that the feature of being independent from time and place limitations is regarded as standing out characteristic of MALL. On the other hand, being distractive and addictive is listed among the obstacles in the reviewed studies. A positive link between vocabulary development and MALL tools is scrutinized with some considerations. Through this review, the footsteps of the most recent researchers are targeted to be made visible for the eyes of the researchers and the practitioners to a great extent.