The purpose of this study was to investigate the effects of creating multiple-choice questions for vocabulary learning. Learners were given the task of selecting words with which they were not familiar from a textbook and creating multiple-choice questions with those words as the correct answers. To ascertain vocabulary learning, the method's efficacy was assessed by comparing vocabulary test scores and analyzing learners' feedback. The results of the analysis revealed that the group employing the proposed vocabulary learning method had higher vocabulary test scores than the group using the conventional vocabulary learning method. Furthermore, the evaluation of learners' comments indicated that the process of thinking about the multiple-choice questions contributed to vocabulary retention. Additionally, learners were able to consider the differences in meaning between synonyms and antonyms.
