چکیده (انگلیسی):

Strategy 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