The present study explores the effects of reading-based output instruction on productive vocabulary recall and recognition, as well as vocabulary learning strategies, focusing on Korean college students. This study adopted a within-subjects design. Eighty-four learners were assigned to either a summarizing, questioning/answering, predicting, or control group. A background questionnaire, a Vocabulary Size Test, pre- and post-Vocabulary Learning Strategy questionnaires, and pre- and post-vocabulary tests were used in the study. The findings indicate that the questioning/answering and predicting tasks had a significant influence on recall word knowledge gains, whereas all the experimental tasks were effective in yielding higher word recognition. Furthermore, word-focused output tasks done while reading saw learners improve memory and cognitive skills related to vocabulary learning strategies. Based on the results, pedagogical implications are suggested for L2 vocabulary instruction.