Vocabulary acquisition and retention are essential elements of language proficiency, particularly for English as a Foreign Language (EFL) students. Traditional approaches to vocabulary teaching, including rote memorization and repetitive drills, often fail to maintain long-term retention due to their limited interactivity and engagement. In recent years, technology-based activities (TBAs) have emerged as innovative tools to enhance vocabulary learning and retention. These activities include mobile applications, online games, digital flashcards, multimedia resources, and collaborative digital platforms that provide immersive and interactive learning experiences. TBAs promote active learning by allowing students to engage with content in meaningful ways, receive immediate feedback, and practice repeated retrieval, which strengthens memory and facilitates long-term retention. In addition to improving retention, technology-based activities foster learner autonomy, enabling students to manage their own pace of learning and adapt strategies according to their individual needs. They also support multimodal learning through the integration of visual, auditory, and contextual cues, which enhances cognitive processing and vocabulary encoding. Moreover, TBAs offer opportunities for collaborative learning, where students can participate in digital discussions, peer feedback, and content co-creation, reinforcing social interaction and cooperative knowledge construction. Despite their advantages, the implementation of TBAs requires careful consideration, including access to reliable technology, avoidance of cognitive overload, and appropriate instructional design. This study investigates the role of TBAs in enhancing vocabulary retention among university EFL students, examining the types of activities that are most effective and identifying pedagogical strategies for successful integration into the curriculum. The findings highlight that TBAs not only increase motivation and engagement but also contribute to higher levels of long-term vocabulary retention and overall language proficiency. The study also discusses implications for educators, suggesting strategies for systematic integration, monitoring of learning progress, and promotion of collaborative digital tasks. Finally, it provides directions for future research, emphasizing the exploration of adaptive technologies, gamification, and innovative digital learning tools that could further enhance vocabulary acquisition and retention. Overall, the study underscores the significant potential of technology-based activities to transform vocabulary instruction and support the development of proficient, autonomous, and motivated EFL learners.