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This mixed method case study explored and compared the effectiveness of the Virtual Blended Mode (VBM) and the fully F2F mode in improving academic vocabulary of the undergraduates learning English as a Second Language (ESL) in the F2F mode at the Faculty of Technology in the University of Colombo (UOC). The theoretical alignment was Vygotsky's (1978) Sociocultural Theory and Anderson's (1977) Schema Theory. The qualitative part of the study included questionnaire responses from 21 visiting lecturers of English, of the Department of English Language Teaching, UOC, on the most commonly used vocabulary strategy to enhance receptive and productive vocabulary of the undergraduates. The quantitative part of the study included a receptive vocabulary test and a productive vocabulary test with 36 test items. Semantic Mapping strategy (Graves, 2008) was used for vocabulary development activities. Two samples consisted of 96 participants with limited prior knowledge and 78 with higher level of prior knowledge in ESL purposefully were selected based on the grades obtained at their G.C.E. A/L Examination in 2016/2017. Both samples were further grouped as VBM and F2F randomly assigning participants. Two experimental (VBM) groups underwent the intervention with 120 academic vocabulary activities using the Learning Management System (LMS) created for this study while the two control groups practiced the same activities in their F2F classes. All participants used the semantic mapping strategy. The LMS was facilitated with the newest feature of the Web 2.0 technology, the BigBlueButton feature enabling the participants to work collaboratively in small groups online. Receptive and productive

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