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This paper presents the results of research on the influence of three types of vocabulary learning activities in L2, taking into account four variables related to the learner, which are: the years they have studied the L2; their motivation; their learning context; and their proficiency in any other L2. 150 B1 level students of Spanish, divided into three groups, practised with a different task: writing sentences with a stimulus word; working with samples that include a semantic equivalent; or choosing the appropriate definition. The analysis of results indicates that learners (1) who have studied the L2 for up to six years, (2) those with integrative motivation, (3) those who have studied the L2 only in their own country, and (4) those who do not speak any other L2 manage to recall significantly more words when they practise writing sentences than when choosing definitions. In the subgroups with the above-mentioned characteristics, the activity that requires most mental effort -writing- is also the most effective way of adding new words to the mental lexicon. [ABSTRACT FROM AUTHOR]