The widespread availability of smartphones and mobile applications has created new opportunities for vocabulary development among English as a Foreign Language (EFL) learners in higher education. This article investigates the impact of Mobile-Assisted Language Learning (MALL) on vocabulary acquisition, with particular attention to the pedagogical mechanisms that make mobile platforms effective, including ubiquitous access, push notifications, microlearning design, and personalized feedback. Drawing on theories of incidental learning, connectivism, and cognitive load, the study synthesizes empirical evidence from recent research conducted in university EFL contexts across Central Asia, East Asia, and Europe. Findings indicate that consistent and purposeful mobile-based vocabulary practice leads to statistically significant gains in both vocabulary breadth and depth when compared to conventional classroom instruction alone. The article also identifies key challenges such as small screen limitations, distraction risks, learner motivation, and digital inequality, offering practical recommendations for EFL educators and curriculum developers in Uzbekistan and similar higher education settings.