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This study investigated the effects of incorporating virtual reality (VR) into vocabulary teaching on vocabulary retention and student engagement in English language learning. The research was conducted with 47 students enrolled in the English preparatory program of a foundation university in Istanbul. Of these participants, 25 students in the experimental group were taught vocabulary through VR-supported activities, while 22 students in the control group learned the same vocabulary using traditional methods such as translation and memorization. Over a 15-week period, a combination of assessment tools was used, including a pre-test, weekly quizzes, revision tests, a post-test, and semi-structured interviews. The study followed a mixed-methods approach with a sequential explanatory design to integrate quantitative and qualitative findings. The results of the statistical analyses indicated that students in the experimental group showed significantly higher improvement in both short-term and long-term vocabulary retention compared to the control group. Weekly quizzes and cumulative revision tests confirmed the effectiveness of VR in supporting lexical recall. Furthermore, qualitative data gathered from interviews revealed that students perceived VR-based vocabulary instruction as highly engaging and motivating. Participants noted that the immersive environment increased their interest and helped them remember vocabulary more easily. Many students also reported that seeing vocabulary used in context such as in 3D scenes or simulations helped them better understand meaning and pronunciation, even though no formal comprehension or speaking test was administered. In conclusion, the findings suggest that VR 1s a valuable and innovative tool in vocabulary instruction. It offers a multisensory, interactive experience that fosters vocabulary retention, promotes student participation, and enriches language learning by offering contextual and cultural exposure.