299 Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 14 DOI: 10.4018/978-1-4666-6174-5.ch014 Vocabulary CALL for Young ESL/EFL Learners: A Systematic Review of the Research Evidence ABSTRACT This chapter presents a systematic review of empirical research on vocabulary CALL for primary and secondary learners of English as a foreign or second language published between 2004 and 2013. Twenty- two studies were identifed, the majority of which focused on the use of multimedia to communicate the meaning of lexical items and mobile devices to provide “anytime anywhere” vocabulary training, and found a benefcial impact of the use of technology on vocabulary learning. However, while some of the studies provided a theoretically grounded rationale for their choice of technology, the design of some of the studies was found to limit their usefulness in terms of furthering our understanding of Second Language Acquisition (SLA) and building up an evidence base to inform the design of future vocabu- lary CALL. The chapter concludes by highlighting examples of studies that were found to contribute to furthering our understanding of CALL and SLA. INTRODUCTION With government initiatives all over the world introducing technology in schools (Macaro, Handley, & Walter, 2012) and the introduction of technology into the language curriculum (ibid.), technology is now a concern of primary and secondary school language teachers as well as university language tutors. Research on the use of technology in language teaching has, however, until recently focused on the tertiary sector (Bax, 2003). In response to this need, Macaro, Handley, and Walter (2012) recently undertook a systematic review of evidence for the effectiveness of new technologies in primary and secondary language learning – a systematic review involves an exhaus- tive literature search guided by focused review questions and synthesis of all high quality primary research identified in relation to those questions (EPPI-Centre, March 2007). Reflecting the im- Zöe Handley York University, UK