Vocabulary learning is an indispensable part of language learning/acquisition. This study sought to examine the blended impact of word learning strategies namely pictorial cues, spaced repetition and output-based activities on word recall in the long run among Iranian EFL learners at high school level. To this end, 65 subjects from preexisting classes were conveniently selected and divided into experimental and control groups. The experimental group was exposed to the treatment for a whole academic year. To find the possible effect of the treatment on word recall, a one-way repeated measure ANOVA was run. The results of the statistical analyses showed that not only word learning improved from baseline to time 2 (posttest), but also the effect of the treatment was durable over time. Put it another way, in delayed posttest the means for the experimental subjects decreased but not significantly corroborating the effectiveness of these blended teaching techniques in the long run. The pedagogical implication of the current study is for teachers to implement these techniques in their classes to enhance word learning among their students. Additionally, material developers can also take benefit from the findings of this research in providing better materials.