Vocabulary mastery is a fundamental component of English as a Foreign Language (EFL) learning; however, junior high school students still face significant challenges in this area, particularly due to conventional teaching methods that promote passive learning and limit active student engagement. This study aimed to investigate the effect of Nearpod Interactive Features on the vocabulary mastery of eighth-grade students at SMPN 3 Bengkalis. A quantitative approach was employed using a quasi-experimental design, specifically the non-equivalent control class design. The sample consisted of 56 students divided into an experimental class (VIII.C) and a control class (VIII.A). The research instrument consisted of 25 multiple-choice items administered as pre-test and post-test. Data were analyzed using paired sample t-test and independent sample t-test with the assistance of SPSS version 27. The results revealed that the mean score of the experimental class increased significantly from 47.43 to 75.57, while the control class improved only from 43.71 to 57.29. The independent sample t-test yielded a significance value of 0.000 (p < 0.05), indicating that the alternative hypothesis was accepted. Therefore, it can be concluded that Nearpod Interactive Features have a significant effect on improving the vocabulary mastery of eighth grade students at SMPN 3 Bengkalis.