This study aims to show the effect of individual SMS-based academic vocabulary reporting activities on EAP learners' general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60 EAP students were randomly assigned to three different cohorts, consisting of 20 students each. The three different cohorts received 120 academic words and reported their meaning and definition in Indonesian (AVRI), in English (AVRE), and in both Indonesian and English (AVRIE). Then, a general academic vocabulary test (GAVT) was administered to assess their academic vocabulary acquisition. The findings indicate that learning English academic vocabulary applying mixed languages revealed higher vocabulary scores gains than the other two groups because the double representations of the meanings strengthen their comprehension and acquisition. Learners also show positive attitudes toward the implementation of SMS-based reporting activities as they can select their vocabulary more freely to suit their learning needs.