<p>This research examines how the continuation writing task and the continuation cloze task affect the learning of English vocabulary for intermediate Chinese EFL learners. Building on earlier studies related to alignment, interaction, and vocabulary development, this research seeks to understand the impact of these two tasks on vocabulary, which includes written form, meaning, and practical usage. A quasi-experimental approach was utilized, involving three groups of intermediate Chinese EFL learners who were categorized into the continuation writing task group, the continuation cloze task group, and a control group. The results indicated that (1) both tasks significantly enhanced the immediate and long-term retention of vocabulary, covering form, meaning, and use; and that (2) the continuation writing task showed a distinct advantage over the continuation cloze task in promoting word form and use learning, while no significant differences in meaning were found. The finding suggests that EFL teachers can employ the continuation writing task to support vocabulary teaching and learning.</p>