The aim of the current study was to investigate whether or not vlogs could enhance vocabulary learning among EFL industrial secondary stage students. Eighty male Third Grade students enrolled in Kafr El-Sheikh Advanced Industrial Segregated School participated in the study. The two-group pretest-posttest experimental design was employed; therefore, participants were divided into two equal groups: the experimental group that studied vocabulary through vlogs, and the control one that studied the same content traditionally. Each group was pre-posttested on the vocabulary content using a vocabulary test which was developed by the researcher and electronically uploaded and administered to the participants on Google Forms. To add, four vlogs that contained the vocabulary content were designed and published them on YouTube. In terms of statistics, the t-Test for independent samples was utilized through Predictive Analytics Software (PASW) Statistics, version 18. Results indicated that vlogs could notably enhance vocabulary learning among EFL industrial secondary stage students. A thorough discussion of the results and their implications were provided.