Grounded in embodied cognition, which roots cognition in sensorimotor engagement, embodied learning has gained traction in second or foreign language (L2) pedagogy. This systematic review synthesizes empirical evidence on embodied cognition-informed L2 instruction. Following PRISMA 2020 guidelines, a search of Web of Science and Scopus (2016-2025) yielded 37 eligible studies. Findings reveal a field concentrating on concrete vocabulary acquisition among non-advanced learners, with English as the predominant target language. A four-category typology of pedagogical realizations comprises Physical Enactment, Virtual-Action Embodiment, Perceptual Enhancement, and Guided Sensorimotor Imagery, indicating that embodiment is not a binary property but a graded continuum of sensorimotor engagement. Assessment of learning outcomes remains predominantly product-oriented and study-specific, misaligned with embodied cognition’s holistic theoretical foundations. The review highlights gaps in advanced-proficiency populations, typologically diverse languages, discourse-level competence, multi-level embodiment realization, and multi-dimensional outcome measurement, offering a research agenda for theoretically coherent and methodologically rigorous embodied L2 instruction.