The present study aimed to examine the impact of multisensory learning based on the emotioncy model, namely audio-visual and discovery learning of vocabulary on EFL learners. In doing so, 60 participants were selected from Iranian English learners. To compare the vocabulary knowledge of the instructed words from both behavioral and cognitive aspects, after a two-week interval from the instruction, participants received a vocabulary knowledge test along with a newly-designed e-Stroop task. The obtained results of the two groups disclosed that the interference score in the discovery approach was higher than the one in the audio-visual group implying that the attentional bias increased with higher levels of involved senses and emotioncy. Moreover, the paired sample t-test indicated that there was a significant difference between the obtained mean scores of these two approaches. Finally, the findings of the Chi-square test revealed that discovery learning stimulates positive emotions towards the instructed words in learners.