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This study investigates the effect of phonological short-term memory and existing vocabulary knowledge on L2 vocabulary acquisition. This study also explores the correlation between phonological short-term memory and learner factors in learning English vocabulary. 284 university students participated in this study and English non-word memory span test was used as a measure of phonological short-term memory. The results reveal that the students with a higher level of phonological short-term memory learned significantly more words than the students with a lower level of phonological short-term memory and that low correlations were observed between phonological short-term memory and learner factors. The findings are discussed compared to those of relevant studies and pedagogical implications are provided. (Pusan National University)