This thesis investigates whether hypertext could provide such a rich context for vocabulary that enables it to replace the use of word lists and also tries to identify the areas of vocabulary learning that are aided more by hypertext than by word lists. Another aim is to see whether learners would prefer to build their vocabulary with this method. The efficacy of hypertext as a tool for word learning was measured among secondary school learners being in the 11th grade and constituting the beginner group of English learners in their classes. The participants were tested in order to compare their abilities and receptive and productive knowledge of the target items and their opinion was asked about the necessity of introducing classes in which hypertext helps the acquisition of vocabulary. This study came to the conclusion that despite of the fact that there are some clear advantages of learning vocabulary with hypertext over learning with word lists the time for hypertext to revolutionize vocabulary teaching and learning is yet to come.