Abstract This study investigated the short and long-term effectiveness (as measured by pre, post, and delayed post-tests) of two popular but little researched vocabulary learning approaches: 1) vocabulary notebooks and, 2) a Computer Assisted Language Learning (CALL) program with spaced repetition. A third group, the control group, was not given a treatment. The participants included 140 first-year Japanese university students studying English as a second language. Results indicate that similar statistically significant gains were made, in terms of increases in vocabulary scores, from the pre to post-tests for both the CALL and vocabulary notebook groups. In terms of longer term gains, the CALL group performed slightly better. The use of both approaches, with respect to pedagogical soundness and future usability, is discussed. The researchers caution against using vocabulary notebooks and recommend that teachers take into account a number of factors before considering a particular CALL program.