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The practice of extensive reading (ER) is widely recognised as an effective approach to language acquisition, facilitating vocabulary expansion, text comprehension, and reading fluency. This study examines the role of ER in enhancing these aspects, offering a structured analysis of its impact on language learning. Drawing upon Krashen’s Input Hypothesis and Automaticity Theory, the research explores how ER promotes natural language acquisition through repeated exposure to contextually rich texts. A systematic literature review (SLR) methodology was adopted, concentrating on peer-reviewed studies published between 2015 and 2024. Ten high-quality studies were selected through a rigorous keyword search, Boolean operators, and predefined inclusion and exclusion criteria applied across academic databases such as Google Scholar, ScienceDirect, and Scopus. The analysis highlights ER’s critical role in vocabulary acquisition, as it enables learners to encounter words in meaningful contexts, thereby enhancing retention and deepening understanding of lexical nuances. Regarding reading comprehension, ER was found to strengthen critical thinking skills, including inference-making and identifying central ideas, while also increasing motivation and engagement through self-selected reading materials. Additionally, ER was shown to improve reading fluency and speed by familiarising learners with high-frequency vocabulary and common linguistic structures, facilitating more efficient text processing over time. The findings confirm ER as an essential pedagogical strategy in language education, providing a comprehensive framework for skill development. Practical recommendations include integrating ER into curricula, ensuring access to diverse reading resources, and employing digital tools to enhance learner engagement. However, the study’s reliance on secondary data and its limited focus on implementation challenges suggest the need for further research in these areas.