This study aims to analyze postgraduate theses conducted in Turkiye on the use of augmented reality (AR) technology in English as a foreign language (EFL) education. The sample of the study consists of master's theses and doctoral dissertations related to the target subject in the database of the Council of Higher Education Thesis Center. The document content analysis method was employed to analyze the theses, and the analysis mainly covered the following topics: the aims of the studies, the learning environments in which they were conducted, the size of the sample group, the research methods, data collection and analysis techniques adopted in the studies, and the main findings. The main results of the study demonstrated that most of the theses used mixed research methods, they mostly used surveys as data collection tools, and many of them were conducted in university contexts. Also, many of the examined theses determined that participants generally have a positive attitude toward the use of AR technology, and that this technology can contribute positively to the active participation of students in the EFL learning process. Additionally, the findings showed that some studies focused on the affective impacts of AR in EFL contexts or its effects on some language areas such as vocabulary, and listening. However, it has been revealed that there is a lack of detailed research on AR and its effects on other language skills and domains such as reading, grammar, and pronunciation. An evaluation of the number of the theses highlights that studies on AR-based English education are very limited, and therefore, additional theses are required to investigate this subject from various aspects. To conclude, this study provides comprehensive information about the content of the obtained theses on the utilization of AR in EFL learning contexts in Turkiye.