Since ineffective foreign language (FL) vocabulary teaching has been shown in the higher education of mainland China, this study aims to achieve a satisfactory vocabulary teaching outcome through the construction of a computer-based systematic vocabulary teaching mode. Based on constructivism, the mode was established with three essential teaching phases, which were incorporated with systematic cognitive processes of vocabulary learning, supported by appropriate vocabulary teaching strategies, and also facilitated by computer technologies. To illustrate its efficacy, two classes, altogether 58 non-English major undergraduate students, were selected randomly from a university in mainland China. The participants were divided into two groups by class, which were taught target words under the computer-based systematic vocabulary teaching mode and the traditional paper-based one, respectively. Under the traditional mode, the same teacher adopted the teaching methods as they had normally done in the past, such as rote memorization and mechanical practice with paper-based materials. Through the comparisons of vocabulary achievement in word form, meaning and usage, it was revealed that the computer-based systematic vocabulary teaching mode was superior to the traditional, with a detectable difference either immediately after or one month after the treatment. The significance was further reinforced by the results from a questionnaire survey conducted among the group taught under the computer-based systematic vocabulary teaching mode.