In the early stages of language learning, vocabulary plays a crucial role since vocabulary knowledge is considered to establish a significant basis in language learning, especially foreign languages. However, vocabulary learning is one of the major challenges foreign language learners face during the process of language learning. Most EFL (English as a foreign language) students feel frustrated by the sheer volume of English vocabulary. The development of vocabulary learning strategies (VLSs) is one of the most crucial areas of research in the field of foreign language learning. Important effects of training in the use of VLSs have been established by a number of researchers (AI-Fuhaid, 2004; Wu, 2006). In order to better understand the difficulties of foreign language students learning vocabulary through my own learning and teaching experiences, I decided to investigate my teaching practices through the supplementary instruction of VLSs. This inquiry aimed to examine how I could improve my teaching practice in the context of a Taiwanese higher education institution in order to accommodate a strategic approach to vocabulary learning. It was also an attempt to investigate whether or not VLSs could help participating students in their English vocabulary learning in this context and how this systematic experience could develop my own professional practice. A three-stage approach within an action inquiry framework was adopted. Both qualitative and quantitative data were gathered and analysed over a six-week classroom teaching period with a view to understanding the classroom processes and how best to improve my practice in teaching vocabulary. Overall, the analysis of these data found that, despite limitations, there was evidence to support the effectiveness of the VLSs interventions in having a positive impact on students' vocabulary learning, attitudes, and motivation and in enhancing my own professional approach to vocabulary teaching practices in this context.