As mobile learning technology continues to develop, it has become a widespread and personalized method for learning English vocabulary in a communicative environment. However, this approach has its drawbacks as the learning process can become fragmented and inhibits student use of acquired vocabulary. In this study, suggestions are made based on research on Japanese learners' conceptions of mobile learning, the current status of mobile learning of L2 vocabulary, and effective strategies for English acquisition and learning in a mobile environment to improve learning efficiency, enhance learning depth and improve thinking ability.