Strategy choices and tendencies in self-regulated vocabulary learning

With extensive literature focusing on the effectiveness of vocabulary learning strategies (VLSs) in experimental settings, a new phase of research in VLSs has begun, wherein strategy instruction for language learners of self-regulated vocabulary is being explored. Hence, in this explorative study, we focus on the role of a pivotal aspect of self-regulated vocabulary learning, learners’ individual differences (i.e., VLS tendencies), in learners’ VLS choices through the thematic analysis of a focus group (N = 20) interview. The results support a three-factor construct of VLS selection tendencies. We further propose a three-stage model to explain the stages of self-regulated vocabulary learning: During the motivational stage, the learner defines the vocabulary learning task and sets goals. During the cognitive stage, the learner chooses between an intuitive and an analytical approach for the cognitive encoding of vocabulary and decision-making for an appropriate VLS. During the socio-affective stage, learners create and sustain motivation by adopting active or passive interpersonal and intrapersonal strategies.