<p>This study examined whether exposure to spelling as part of orthographic mapping benefits English foreign language (EFL) vocabulary acquisition. Orthographic mapping involves linking a word’s speech sounds, meaning, and written form to secure new words in memory. First-language Hebrew spelling, English grapheme-phoneme correspondence, word reading, and receptive vocabulary baseline measures were administered to 34 junior high school students. In this within-subject study, the students learned two sets of unfamiliar words and their meanings. Each set of words (one with spelling and one without) was taught on a separate day and followed by posttests the day after being taught. Pearson’s correlations between literacy and vocabulary measures were calculated. Linear mixed-model analyses examined the effects of spelling versus no-spelling conditions on word production, spelling production, and receptive recognition matching post-tests. Exposure to vocabulary spelling or orthographic facilitation (as opposed to no exposure to vocabulary spelling) significantly impacted productive vocabulary learning, both in word production and in spelling production. Students demonstrated ceiling effects on the receptive recognition matching task. These EFL results were consistent with L1-English orthographic facilitation results, indicating that spelling exposure contributes to productive vocabulary acquisition.</p>