This study was conducted to investigate the effects of the sentence-writing task on English vocabulary learning of Korean high school students. The effectiveness of the sentence-writing task can be explained based on the Involvement Load Hypothesis (Laufer & Hulstijn, 2001); yet, there has been no consistency in the results of the previous studies on this hypothesis. In the present study, the effects of the sentence-writing task on vocabulary learning were re-examined in comparison with the gap-filling task. In addition, considering that there have been no studies addressing the effects of autobiographical elaboration (relating the meaning of a certain word to one’s own experience) on memory, the effects of the autobiographical sentence-writing task were compared to those of the imaginary sentence-writing task. Forty high proficiency and 40 low proficiency learners were randomly assigned either of the sentence-writing or the gap-filling task. The results demonstrated that the sentence-writing task is more effective in vocabulary learning than the gap-filling task, regardless of the learners’ proficiency levels. However, no significant difference was found between the effects of the autobiographical sentence-writing task and the imaginary sentence-writing task. Based on the results, the pedagogical implications were discussed in the conclusion chapter.