The use of educational technologies to teach a second language (L2) in general, and L2 vocabulary in particular, has mass appeal among computer-assisted language learning (CALL) practitioners. The main objective of the present study is to report the challenges and affordances of technologies used for computer-assisted vocabulary learning (CAVL), as described in current literature. A systematic review was conducted, and the results were visualized in a hierarchical data model. Following a rigorous screening process, 97 peer-reviewed articles published from 2014 to 2020 were selected from major related databases. Theoretically, the findings inform researchers about the reported limitations and advantages of computer-assisted L2 vocabulary learning and serve as a road map for future research directions. Pedagogically, the findings provide L2 teachers with an instruction manual to inform their practice, allowing them to benefit from the reported affordances of CAVL and take measures to address the reported challenges.