The goal of the present study was to investigate the effects of technology-enhanced instruction types, vocabulary activity types, and learners' cognitive style on vocabulary knowledge. With regard to the types of technology-enhanced instruction, the results of post-vocabulary tests indicated that both blended learning and web-based instruction had positive effects on vocabulary learning. In particular, the blended learning group outperformed the web-based group showing greater improvement. With regard to vocabulary activity type, the results did not reveal a significant difference between groups with different types of vocabulary activities. When comparing the results from test items assessing the receptive and productive knowledge of vocabulary, both groups made greater improvements in their receptive knowledge of vocabulary than productive use of vocabulary. Concerning learners’ cognitive style, the analysis of the test scores indicated that there was no significant difference among groups. Finally, pedagogical implications were provided at the end of the paper.

I. Introduction
 II. Literature Review
  1. Blended Learning and Web-Based Instruction
  2. Vocabulary Knowledge
  3. Vocabulary and Reading
  4. Involvement Load Hypothesis in Vocabulary Learning
  5. Technology-Enhanced Vocabulary Instruction
  6. The Visualizer-Verbalizer Cognitive Style
 III. Method
  1. Overall Research Design
  2. Participants
  3. Materials
  4. Procedure
 IV. Results
  1. Preliminary Analysis
  2. Effects of Technology-Enhanced Instruction Types
  2. Effects of Vocabulary Activity Types
  3. Effects of Learners’ Cognitive Style
 V. Discussion
  1. Technology-Enhanced Instruction
  2. Vocabulary Activity Type
  3. Learners’ Cognitive Style
 VI. Conclusion & Implications
 References
 Appendix

• Jooyeon Kim(Ewha Womans University)