This study explored the effects of learner response systems (clickers) on the development of vocabulary knowledge in English (L2). Sixty-one Grade 8 learners divided in two groups participated in the experiment, which followed a pretest-posttest-delayed posttest research design. While the experimental group received a clicker-based treatment via PowerPoint presentations, the control group received identical treatment but without the clickers. Although there was no significant interaction between time and group at the time of the posttest, both groups improved over time, but with a trend favoring the Clicker Group. [For the complete volume of short papers, see ED590612.]