Enhancing Self-efficacy in Vocabulary Learning: A Self-regulated Learning Approach
Atsushi Mizumoto
Kansai University
doi: http://dx.doi.org/10.7820/vli.v02.1.mizumoto
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Abstract
The current study aimed to explore the effects of integrating a selfregulated
learning approach on self-efficacy in vocabulary learning. A
group of 115 English as a Foreign Language (EFL) learners from a
university in Japan participated in this longitudinal study. The participants
were assigned as the treatment group, the contrast group 1, and the
contrast group 2. Only the treatment group received the intervention based
on the self-regulated learning approach. The participants completed a
questionnaire on self-efficacy in vocabulary learning three times and a
vocabulary test twice. Multilevel analysis of change was employed to
examine the trajectories of change in the participants’ self-efficacy over the
measurement occasions. The gain scores in the vocabulary test were
submitted to analysis of variance. The results showed that the treatment
group showed a steady increase in self-efficacy and vocabulary knowledge
compared with the other two contrast groups. The findings from the
current study provide empirical evidence suggesting that through a selfregulated
learning approach, it might be possible to enhance self-efficacy,
which in turn may contribute to the development of vocabulary knowledge.

Citation
Mizumoto, A. (2013). Enhancing self-efficacy in vocabulary learning: A self-regulated learning approach. Vocabulary Learning and Instruction, 2 (1), 15-24. doi: 10.7820/vli.v02.1.mizumoto