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This study was designed both to develop vocabulary memorizing tools and to examine their effects on Korean L2 learners’ vocabulary size. It was hypothesized that learners would memorize new words best with a computerized tool functioning in accordance with their individual preferences. In this study, 54 high school students participated. Self-regulated learners and other-regulated learners were provided with two types of vocabulary memorizing tools to expand their vocabulary size: one that allowed them to find target words (self-guided tool) and one that required finding words in a preplanned order (other-guided tool), respectively. Contrary to our hypothesis, which predicted better results for the matching tools, learners with the opposite tools (self-regulated learners with otherguided tool and other-regulated learners with self-guided tool) performed significantly better. Furthermore, they performed significantly better in memorization of all the content words than the matching group except for adverbs. However, the self-guided tool was found very effective for both styles of learners. Based on the results, since the level of engagement played an important role in memorizing words, we suggest teachers consider their students’ learning preferences and the level of engagement when devising classroom activities.