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One hundred effect sizes from 22 studies were included in meta\u2010regression analyses and administered separately for the observations measured with meaning\u2010recall and form\u2010recall tests. The results revealed that the average percentage learning gains were 60.1% and 58.5% on meaning\u2010recall and form\u2010recall immediate posttests. These gains dropped to 39.4% and 25.1% on delayed meaning\u2010 and form\u2010recall tests, respectively. These results suggest that learning through word\u2010focused tasks is far from guaranteed. Moreover, the percentage learning gains among the different activities ranged from 18.4% to 77.0% on immediate posttests and from 23.9% to 73.4% on delayed posttests indicating that there is much variation in efficacy among the activities. Moderator analyses revealed that learners\u2019 place of study and direction of learning affected learning.<\/jats:p>","DOI":"10.1111\/modl.12671","type":"journal-article","created":{"date-parts":[[2020,11,2]],"date-time":"2020-11-02T08:52:33Z","timestamp":1604307153000},"page":"715-738","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":96,"title":["How Effective Are Intentional Vocabulary\u2010Learning Activities? 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