Reconceptualizing Strategic Vocabulary Learning from the Perspective of Co-Regulation and Socially Shared Regulation

Learning vocabulary is central to learning a second or foreign language (henceforth L2). L2 vocabulary research shows how individual differences (IDs), such as metacognitive elements, motivational factors, and strategy use, contribute to vocabulary learning and acquisition. L2 vocabulary learning that incorporates IDs is often discussed in relation to the internalized vocabulary learning process, including how L2 learners acquire vocabulary by sustaining motivation, using vocabulary learning strategies, and regulating learning processes. The associations between the IDs and vocabulary learning have often been examined within the framework of self-regulated learning (SRL). However, discussions on how SRL processes are reinforced through co-regulated or socially shared learning with others and within social contexts remain scarce. In this article, we introduce a sociocultural perspective on strategic vocabulary learning. Specifically, we discuss how the internalized processes of self-regulated vocabulary learning can be socially constructed through co-regulation and socially shared regulation. The proposed framework has the potential to provide future research agendas and instructional practices in L2 vocabulary learning and teaching. We conclude by proposing directions for future research on the socially constructed nature of strategic vocabulary learning.