The purpose of this study was to determine whether an approach combining creating strategy awareness and recycling words will result in better vocabulary learning (delayed recall) of selected words than teaching vocabulary following the course book alone, for intermediate level English language learners. Two English language classes, a total of 51 students at Hacettepe University Preparatory School participated in the study. The study followed a pre-test post-test control group design. The comparison of the means of the pre-test scores of both control and experimental groups showed that the two groups were not significantly different in terms of their vocabulary proficiency on the tested items. After the treatment however, the post-test scores of the two groups showed significant differences. The results indicated that the treatment the experimental group received contributed to students' vocabulary recall of the selected items positively. (Contains 2 tables.)