Some meta-analyses have confirmed the efficacy of technology-enhanced vocabulary learning. However, they have not delved into the specific ways in which technology-based activities facilitate vocabulary acquisition, or into first-language vocabulary learning. We conducted a systematic review that retrieved 1,221 journal articles published between 2011 and 2023, of which 40 met our inclusion criteria. Most of the sampled studies focused on teaching receptive vocabulary knowledge and vocabulary breadth. All utilized cognitive strategies. Their common design features included noticing and receptive or productive retrieval, and most implicitly drew upon dual-coding theory. Our findings highlight the need for a balanced approach to vocabulary learning, encompassing both vocabulary breadth and depth, as well as receptive and productive knowledge. They also suggest that affective and social learning strategies should be promoted alongside the cognitive ones that are currently dominant. Additionally, our identification of commonly and rarely used design features can guide curriculum designers to develop more effective tools. Lastly, we argue that the design of technology-enhanced learning should be theory-driven.