Vocabulary is an essential component of language learning. Despite the fact that form-focused instruction (hereinafter FFI) has been demonstrated to be effective in language learning, it remains unclear when and how FFI can contribute to vocabulary learning. To address this question, this study takes the timing of FFI into consideration and investigates the effects of integrated FFI, which incorporates form focus into meaning-oriented communicative activities in the instructional sequence, on vocabulary learning and Chinese English learners' preferences for integrated FFI in vocabulary learning. One hundred and four first-year students from a senior high school were randomly assigned to either an experimental group or a control group for an eight-week experiment. The experimental group received integrated FFI while the control group maintained their previous traditional PPP vocabulary teaching. A pretest and two posttests were employed to assess students' vocabulary knowledge before and after instructional treatment. A questionnaire and an interview were administered to perceive students' preferences for this teaching method. The results revealed that integrated FFI facilitated students' vocabulary learning and its effect was long-lasting for at least two weeks. The students also expressed a strong preference for this innovative teaching method. These findings have significant implications for pedagogical practices in language teaching and learning.