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As student vocabulary size and depth are major components of reading comprehension and correlate with speaking and writing, a large amount of interest and attention has been put on vocabulary learning both in practice and in research. The interest usually focuses on the issue: How do students acquire vocabulary and what are effective ways to teach in order for students to retain vocabulary? On the continuum of this issue, this study investigated the effects of an intentional vocabulary learning exercise supported by multimedia and networked computers. This quasiexperimental vocabulary learning activity was carried out over about three months in a Multimedia-Assisted English Learning class in a college. A quantitative data collection method was employed for the study. The target vocabulary was tested prior to the activity to assess the students’ initial knowledge of the target words. During the activity,the students utilized multimedia materials for language input and interacted with each other online. A post-hoc survey and post-tests were conducted after the activity and compared with the result of the pre-test. The result of t-test confirmed the students’vocabulary growth. The survey indicated that the students benefited from multimodal language resources and active participation with regards to vocabulary learning and long-term retention. At the end of the paper, the study suggested a desirable vocabulary learning model in a networked computer environment and implications for a future design.