The increasing trend to study online has generated opportunities to delve into the complexities of learning. Although the scientific literature reveals abundant evidence in favor of short stories for enhancing vocabulary acquisition among English as a Foreign Language (EFL) students, this study investigates the intricacies of this acquisition process. With the integration of learning analytics in online educational practices, this research aims to bridge the gap between traditional literary approaches and contemporary analytical methods to understand learning outcomes. The study sample consisted of 82 EFL students from different high schools, systematically immersed in an online platform enriched with carefully selected short stories that tracked and analyzed student activities over two months. Findings confirmed improved vocabulary acquisition among students who engaged with short stories through correlations and factor analysis performed on student behavioral data. Most importantly, learning analytics revealed patterns of effective engagement and identified specific story elements and activities that contributed most significantly to vocabulary enhancement. The study reinforces the potential of combining literary texts with learning analytics to create a more responsive EFL learning environment. Implications for EFL curriculum design and suggestions for further integrating learning analytics in literature-based pedagogy are discussed to optimize vocabulary learning and student satisfaction in EFL settings.