@article{oai:kansai-u.repo.nii.ac.jp:00010036,
 author = {Mizumoto, Atsushi and 水本, 篤},
 issue = {3},
 journal = {Innovation in Language Learning and Teaching},
 month = {Oct},
 note = {Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of self-efficacy. Therefore, the aim of this study was to investigate the effects of the self-regulated vocabulary learning process on self-efficacy. A total of 303 learners of English as a Foreign Language from two universities participated in the study. They completed a questionnaire measuring the process of self-regulated learning (i.e. forethought, performance or volitional control, and self-reflection). They also completed a vocabulary test as a measure of learning outcome. Correlation analysis was employed to evaluate the relationships between various variables investigated in the study. The results showed that self-regulated learning process can boost self-efficacy and increase vocabulary knowledge. The pedagogical implications of the current study are discussed mainly in terms of incorporating instructions aimed at enhancing self-efficacy and self-regulation in vocabulary teaching., This research was made possible by a Grant-in-aid for Scientific Research (No. 24720276)
from the Japan Society for the Promotion of Science.},
 pages = {253--265},
 title = {Effects of self-regulated vocabulary learning process on self-efficacy},
 volume = {7},
 year = {2013}
}