Abstract This study aimed at investigating the effect of using reading based output activities on enhancing vocabulary learning of grade 11 students of Yismala Preparatory and Secondary School. The study was quasi-experimental pretest-posttest design. The participants were in two classes each of which had 40 students. One of the classes was the comparison group and the other one was the experimental group. The sampling technique was non-randomization. Data from tests were analyzed through independent sample t-test and interview through qualitative methods thematically. The analysis of data using independent samples t-test showed that there was no significant difference between two groups at the outset of the study. After the treatment period, a posttest was given to both groups to see if there was a significant difference between the two groups. The experimental group significantly outperformed the comparison group (p<0.01). This can be attributed to the effect of using reading based output activities on improving vocabulary performance of learners. The results have some implications for language teachers and materials developers. Key words: reading based output activities, vocabulary learning, vocabulary teaching