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A vocabulary lesson module was devised based on college student needs. This study aims to evaluate the effectiveness of the lesson module from three perspectives: (a) student reactions toward the lesson module; (b) quantitative student learning outcomes; and (c) qualitative student learning outcomes. Thirty nine college students in Korea participated in the present study. On the first day, they took a pre-vocabulary test. In the first week, they were taught how to study a word using the lesson module and asked to report their reactions. After that, they were not taught any word during the class but had to prepare for a post-vocabulary test given as part of midterm and final exams. On the last day, they were asked to report on their attitudinal changes. Regarding learner reactions, students reported that they learned that vocabulary has two types of knowledge and how to utilize this learning properly. Regarding quantitative learning outcomes, students exhibited significant differences between pre/post-vocabulary tests. With respect to qualitative learning outcomes, students reported positive attitudinal changes: (a) learning productive knowledge of vocabulary; (b) making better use of dictionaries and online concordances; and (c) stronger effort to learn phrasal verbs.