In the present study of language learning, three presentation modes (varying from providing or not providing example sentences by the teacher and by the students themselves) have been utilised to examine the effectiveness of using example sentences in vocabulary presentation and learning activities. The study is of 58 English majors as the subjects and two tests were performed one hour and one week after the relevant presentations, utilising one of three presentation modes. Supported by the two major findings from data analysis, the study reaches the conclusions that: 1) using example sentences in vocabulary learning promotes learners' vocabulary learning and retention; 2) the ways of using example sentences influences learners' vocabulary learning and retention effects as well. Generally, the effect is better when learners make their own example sentences than when the sentences are randomly provided by the teacher. The conclusions indicate that example sentences do work in direct vocabulary learning in ESL and EFL contexts. (Contains 4 tables, 1 figure and 1 note.)