This systematic review examines the use of interactive videos in second and foreign language learning, with emphasis on instructional design and educational practice. Guided by the PRISMA 2020 framework, 3,266 records were identified from Scopus and Google Scholar. After screening and eligibility assessment, 34 studies were included, consisting of 30 empirical studies synthesised thematically and four theoretical papers providing conceptual support. The findings reveal four key themes: (i) interactive videos contribute positively to language learning outcomes, including vocabulary acquisition, pronunciation accuracy, listening comprehension, and communicative skills; (ii) instructional design features such as content segmentation, embedded quizzes, adaptive branching, captions, and immediate feedback play a significant role in enhancing learning effectiveness; (iii) learners generally report positive perceptions of interactive videos in terms of engagement and motivation, although excessive interactivity may increase cognitive load; and (iv) the integration of interactive videos with structured assessment frameworks strengthens the consistency and reliability of learning outcomes. Overall, this review highlights the practical value of well-designed interactive videos in supporting effective and engaging language instruction.