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The purpose of the study is mainly to examine whether learners are able to improve their level of vocabulary through different types of planning activities. In addition, the study also aims at exploring the extent to which their vocabulary is improved and what difference is made with regard to the planning activities, which they utilized during their writing tasks. To see if planning activities was useful in improving the lexical quality of writing, three sets of timed compositions produced by 71 university students were analyzed using the Lexical Frequency Profile (LFP). The results indicated that there were significant differences among written compositions in terms of the three variables—word token, lexical variation, and lexical density. Overall, word token at most of the vocabulary levels tended to increase regardless of any type of planning activities while learners showed vocabulary improvement in terms of lexical variation including 1000 and ‘not in the list’ level. However, the result of lexical density showed that the planning activities did not affect the lexical density of the composition since learners got the highest scores in the first writing task with no planning activity. The implications of these findings are discussed with the usefulness of planning activities which help learners to effectively retrieve vocabulary and select correct forms.