Exploring Self-regulatory Strategies for Vocabulary Learning among Chinese EFL Learners

AbstractStrategy use and self-efficacy are the crucial elements for defining self-regulated learners. This study attempts to investigate the use of self-regulated learning strategies as well as motivational beliefs for vocabulary learning among a group of 38 preuniversity Chinese EFL learners studying at University of Malaysia. Findings indicated that cognitive deep processing strategies and meta-cognitive strategies are rarely applied by the learners; besides, learners’ low self-efficacy and motivation might be due to the lack of strategy knowledge. The study suggests that there is a pressing need to enhance the Chinese EFL learners’ selfregulation in vocabulary learning through strategy instruction