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題名 運用ChatGPT促進自我調控詞彙學習：針對三位台灣高中EFL學生的研究
Utilizing ChatGPT to Foster Self-Regulated Vocabulary Learning: A Study on Three Taiwanese EFL High School Students
作者 洪宜萱
Hung, Yi-Xuan
貢獻者 許麗媛
Hsu, Li-Yuan
洪宜萱
Hung, Yi-Xuan
關鍵詞 自我調控學習
高成就者
字彙學習
ChatGPT
人工智慧素養
self-regulated learning
high-achieving students
vocabulary learning
ChatGPT
AI literacy
日期 2026
上傳時間 2-Feb-2026 14:25:19 (UTC+8)
摘要 近年來，生成式人工智慧逐漸應用於英語教學領域，相關研究指出此類工具在支援英語字彙學習方面具有潛力。其中，ChatGPT 因能即時回應學習者需求並提供多元語言輸出形式而受到關注。然而，現有研究多著重於學習成效，對於學習者在使用人工智慧輔助學習時，自我調控策略的發展與調整仍缺乏深入探討。 為彌補此研究缺口，本研究採質性個案研究法，探討三名高成就臺灣高中生在教師引導下運用 ChatGPT 進行英語字彙學習的自我調控歷程。研究以「透過資訊與通訊科技的自我調控字彙學習（SRLvocICT）」架構為理論基礎，進行為期四週的教師引導式 AI 輔助學習介入，分析學生在使用前、使用中與使用後三個階段中，其投入控制、後設認知控制、情意控制、資源控制與社會控制策略的變化，並探討學生對此學習方式的觀感與挑戰。 研究結果顯示，受試者皆展現高度且穩定的自我調控能力；在教師引導下，AI 的使用主要強化既有策略，而非促使策略轉換。學習者在後設認知監控與資源協調方面表現更為成熟，能以精確的提示詞與 ChatGPT 互動，並主動查證生成內容。整體而言，學生肯定 ChatGPT 的輔助價值，但亦認為其生成內容需經驗證。本研究將提示工程視為後設認知監控的具體展現，並討論其對 AI 輔助學習任務設計與教學支援之啟示。
In recent years, research has increasingly examined the use of generative AI (Gen AI) in ELT, showing that AI applications can support vocabulary acquisition. Among GenAI tools, ChatGPT has attracted attention for its potential to facilitate vocabulary learning. However, little is known about how learners develop and adjust self-regulated strategies when using AI tools. To address this gap, this qualitative case study investigated self-regulated vocabulary learning behaviors among three high-achieving Taiwanese high school students engaged in guided practice with ChatGPT. Drawing on the SRLvocICT framework, the study traced changes in students’ commitment, metacognitive, affective, resource, and social control strategies across the pre-, during-, and post-use phases of a four-week guided AI-assisted vocabulary learning intervention, and examined students’ perceptions and challenges. Findings indicate that participants maintained strong self-regulation and that guided AI use reinforced rather than transformed existing routines. Metacognitive monitoring and resource coordination were strengthened through tighter prompting, systematic verification, and integration of AI-generated output with authoritative sources. Commitment shifted from vocabulary quantity to accurate application in sentences and short texts. Affective control remained steady, while social control showed limited change without explicit task design. Students viewed ChatGPT as useful yet provisional, preferring single-instruction prompts and organized outputs such as tables, short quizzes, sentence rewrites, and brief dialogues. Challenges such as misinterpretation, information overload, and limited depth of use were addressed through prompt refinement, verification, and quick retries. The study positions prompt engineering as an indicator of metacognitive monitoring and discusses implications for task design and instructional support.
參考文獻 Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford Press. https://www.guilford.com/books/Bringing-Words-to-Life/Beck-McKeown-Kucan/9781462508167 Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x Boroughani, T., Behshad, N., & Xodabande, I. (2023). Mobile-assisted academic vocabulary learning with digital flashcards: Exploring the impacts on university students’ self-regulatory capacity. Frontiers in Psychology, 14, 1112429. https://doi.org/10.3389/fpsyg.2023.1112429 Bowles, M. (2024). Digital, self-regulated vocabulary learning and device control in out-of-class, higher education settings. Electronic Journal of e-Learning, 22(1), 17–30. https://doi.org/10.34190/ejel.22.1.3261 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Chen, C.-M., Chen, L.-C., & Yang, S.-M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237–260. https://doi.org/10.1080/09588221.2018.1485708 Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002 Dabeel, M. A. (2024). Perception and attitude of Saudi EFL learners towards independent English language learning strategies. International Journal of English Language and Literature Studies, 13(3), 395–407. https://doi.org/10.55493/5019.v13i3.5172 Hao, C., Xu, W., Halim, H. B. A., & Hao, M. (2025). AI chatbot-assisted vocabulary learning: Relationships with self-regulation, motivation, and performance among Chinese private college students. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688251352595 Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645–667. https://doi.org/10.1080/19345747.2021.1917028 Jiang, R. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context. Frontiers in Psychology, 13, 1049401. https://doi.org/10.3389/fpsyg.2022.1049401 Kızıl, A. S., & Savran, Z. (2018). Assessing self-regulated learning: The case of vocabulary learning through information and communication technologies. Computer Assisted Language Learning, 31(5–6), 599–616. https://doi.org/10.1080/09588221.2018.1428201 Liu, C., Hou, J., Tu, Y.-F., Wang, Y., & Hwang, G.-J. (2021). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2021.2012812 Ministry of Education. (2014). Curriculum guidelines of 12-year basic education: General guidelines (108 curriculum guidelines). National Academy for Educational Research. https://www.naer.edu.tw/ezfiles/0/1000/attach/34/pta_15064_684951_91084.pdf Mizumoto, A. (2013). Enhancing self-efficacy in vocabulary learning: A self-regulated learning approach. Vocabulary Learning and Instruction, 2(1), 15–24. https://doi.org/10.7820/vli.v02.1.mizumoto Moran, J. J. (2005). A model for promoting self‐regulated learning. New Horizons in Adult Education and Human Resource Development, 19(1), 15–26. https://doi.org/10.1002/nha3.10204 Muslim, B. Z., & Mahbub, M. A. (2023). The role of self-regulated learning on foreign vocabulary learning: A multi-case study. Journal on English as a Foreign Language, 13(1), 78–101. https://doi.org/10.23971/jefl.v13i1.5238 Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759 Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Heinle Cengage Learning. Nation, I. S. P. (2022). Learning vocabulary in another language (3rd ed.). Cambridge University Press. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3 Ptasznik, B., Wolfer, S., & Lew, R. (2024). A learners’ dictionary versus ChatGPT in receptive and productive lexical tasks. International Journal of Lexicography, 37(3), 322–336. https://doi.org/10.1093/ijl/ecae011 Teng, M. F., Mizumoto, A., & Takeuchi, O. (2024). Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. System, 122, 103255. https://doi.org/10.1016/j.system.2024.103255 Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models of self-regulated learning strategies. Modern Language Journal, 100(3), 674–701. https://doi.org/10.1111/modl.12339 Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78–102. https://doi.org/10.1093/applin/ami046 Wang, H.-C., & Chen, C. W.-Y. (2020). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333–346. https://doi.org/10.1080/17501229.2019.1607356 Wang, Y., Wu, J., Chen, F., Wang, Z., Li, J., & Wang, L. (2024). Empirical assessment of AI-powered tools for vocabulary acquisition in EFL instruction. IEEE Access, 12, 131892–131905. https://doi.org/10.1109/ACCESS.2024.3446657 Wilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Lawrence Erlbaum Associates. Yeh, C., & Wang, Y. (2004). An investigation into vocabulary learning strategies used by senior high school students in Taiwan. Taiwan Journal of TESOL, 1(2), 1–44. https://api.semanticscholar.org/CorpusID:1450409531 Ye, J., Zhang, P., Kasprowicz, R., & Tissot, C. (2025). Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge. Language Learning & Technology, 29(1), 1–31. https://doi.org/10.64152/10125/73640 Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7 Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909 Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 5–19). Cambridge University Press.
描述 碩士
國立政治大學
英國語文學系
112551006
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0112551006
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 洪宜萱zh_TW
dc.contributor.author (Authors) Hung, Yi-Xuanen_US
dc.creator (作者) 洪宜萱zh_TW
dc.creator (作者) Hung, Yi-Xuanen_US
dc.date (日期) 2026en_US
dc.date.accessioned 2-Feb-2026 14:25:19 (UTC+8)-
dc.date.available 2-Feb-2026 14:25:19 (UTC+8)-
dc.date.issued (上傳時間) 2-Feb-2026 14:25:19 (UTC+8)-
dc.identifier (Other Identifiers) G0112551006en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/161519-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 112551006zh_TW
dc.description.abstract (摘要) 近年來，生成式人工智慧逐漸應用於英語教學領域，相關研究指出此類工具在支援英語字彙學習方面具有潛力。其中，ChatGPT 因能即時回應學習者需求並提供多元語言輸出形式而受到關注。然而，現有研究多著重於學習成效，對於學習者在使用人工智慧輔助學習時，自我調控策略的發展與調整仍缺乏深入探討。 為彌補此研究缺口，本研究採質性個案研究法，探討三名高成就臺灣高中生在教師引導下運用 ChatGPT 進行英語字彙學習的自我調控歷程。研究以「透過資訊與通訊科技的自我調控字彙學習（SRLvocICT）」架構為理論基礎，進行為期四週的教師引導式 AI 輔助學習介入，分析學生在使用前、使用中與使用後三個階段中，其投入控制、後設認知控制、情意控制、資源控制與社會控制策略的變化，並探討學生對此學習方式的觀感與挑戰。 研究結果顯示，受試者皆展現高度且穩定的自我調控能力；在教師引導下，AI 的使用主要強化既有策略，而非促使策略轉換。學習者在後設認知監控與資源協調方面表現更為成熟，能以精確的提示詞與 ChatGPT 互動，並主動查證生成內容。整體而言，學生肯定 ChatGPT 的輔助價值，但亦認為其生成內容需經驗證。本研究將提示工程視為後設認知監控的具體展現，並討論其對 AI 輔助學習任務設計與教學支援之啟示。zh_TW
dc.description.abstract (摘要) In recent years, research has increasingly examined the use of generative AI (Gen AI) in ELT, showing that AI applications can support vocabulary acquisition. Among GenAI tools, ChatGPT has attracted attention for its potential to facilitate vocabulary learning. However, little is known about how learners develop and adjust self-regulated strategies when using AI tools. To address this gap, this qualitative case study investigated self-regulated vocabulary learning behaviors among three high-achieving Taiwanese high school students engaged in guided practice with ChatGPT. Drawing on the SRLvocICT framework, the study traced changes in students’ commitment, metacognitive, affective, resource, and social control strategies across the pre-, during-, and post-use phases of a four-week guided AI-assisted vocabulary learning intervention, and examined students’ perceptions and challenges. Findings indicate that participants maintained strong self-regulation and that guided AI use reinforced rather than transformed existing routines. Metacognitive monitoring and resource coordination were strengthened through tighter prompting, systematic verification, and integration of AI-generated output with authoritative sources. Commitment shifted from vocabulary quantity to accurate application in sentences and short texts. Affective control remained steady, while social control showed limited change without explicit task design. Students viewed ChatGPT as useful yet provisional, preferring single-instruction prompts and organized outputs such as tables, short quizzes, sentence rewrites, and brief dialogues. Challenges such as misinterpretation, information overload, and limited depth of use were addressed through prompt refinement, verification, and quick retries. The study positions prompt engineering as an indicator of metacognitive monitoring and discusses implications for task design and instructional support.en_US
dc.description.tableofcontents Acknowledgements iv CHINESE ABSTRACT v ABSTRACT vi CHAPTER ONE INTRODUCTION 1 CHAPTER TWO LITERATURE REVIEW 5 Vocabulary Learning and Word Knowledge 5 Theoretical Perspectives on Self-Regulated Learning 7 The SRLvocICT Model and Its Core Dimensions 10 SRL and Vocabulary Learning in EFL Contexts 11 Applying and Validating SRLvocICT in Digital Learning Settings 13 Adapting the SRLvocICT Model to Mobile Apps and AI Tools 15 Advancements in AI-Assisted Vocabulary Learning 16 CHAPTER THREE METHODOLOGY 21 Participants 21 Research Design 22 Data Collection 25 Data Analysis 26 CHAPTER FOUR RESULTS 29 Participants and Data Overview 29 SRL behaviors in five SRLvocICT dimensions across learning phases (RQ1) 30 Perceptions and challenges of using ChatGPT for guided vocabulary learning (RQ2) 41 CHAPTER FIVE DISCUSSION 45 SRL Reinforcement Across Phases 45 Prompt Engineering as Metacognitive Monitoring 47 Affective Regulation with Immediate Feedback 49 Guidance and Task Scaffolding 50 CHAPTER SIX CONCLUSION 53 Answers to the Research Questions 53 Integrated Interpretation and Contributions 54 Implications, Limitations, and Future Directions 54 References 57 Appendix A Research Consent Form 62 Appendix B Vocabulary Activity Prompt Design 64 Appendix C Vocabulary Learning Log Template 70 Appendix D Initial Interview Questions 73 Appendix E Semi-Structured Interview Questions 75 Appendix F Analytic Codebook (SRLvocICT-based) 77 Appendix G Sample Screenshots of Guided ChatGPT Vocabulary Activities 79zh_TW
dc.format.extent 1927577 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0112551006en_US
dc.subject (關鍵詞) 自我調控學習zh_TW
dc.subject (關鍵詞) 高成就者zh_TW
dc.subject (關鍵詞) 字彙學習zh_TW
dc.subject (關鍵詞) ChatGPTzh_TW
dc.subject (關鍵詞) 人工智慧素養zh_TW
dc.subject (關鍵詞) self-regulated learningen_US
dc.subject (關鍵詞) high-achieving studentsen_US
dc.subject (關鍵詞) vocabulary learningen_US
dc.subject (關鍵詞) ChatGPTen_US
dc.subject (關鍵詞) AI literacyen_US
dc.title (題名) 運用ChatGPT促進自我調控詞彙學習：針對三位台灣高中EFL學生的研究zh_TW
dc.title (題名) Utilizing ChatGPT to Foster Self-Regulated Vocabulary Learning: A Study on Three Taiwanese EFL High School Studentsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford Press. https://www.guilford.com/books/Bringing-Words-to-Life/Beck-McKeown-Kucan/9781462508167 Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x Boroughani, T., Behshad, N., & Xodabande, I. (2023). Mobile-assisted academic vocabulary learning with digital flashcards: Exploring the impacts on university students’ self-regulatory capacity. Frontiers in Psychology, 14, 1112429. https://doi.org/10.3389/fpsyg.2023.1112429 Bowles, M. (2024). Digital, self-regulated vocabulary learning and device control in out-of-class, higher education settings. Electronic Journal of e-Learning, 22(1), 17–30. https://doi.org/10.34190/ejel.22.1.3261 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Chen, C.-M., Chen, L.-C., & Yang, S.-M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237–260. https://doi.org/10.1080/09588221.2018.1485708 Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002 Dabeel, M. A. (2024). Perception and attitude of Saudi EFL learners towards independent English language learning strategies. International Journal of English Language and Literature Studies, 13(3), 395–407. https://doi.org/10.55493/5019.v13i3.5172 Hao, C., Xu, W., Halim, H. B. A., & Hao, M. (2025). AI chatbot-assisted vocabulary learning: Relationships with self-regulation, motivation, and performance among Chinese private college students. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688251352595 Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645–667. https://doi.org/10.1080/19345747.2021.1917028 Jiang, R. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context. Frontiers in Psychology, 13, 1049401. https://doi.org/10.3389/fpsyg.2022.1049401 Kızıl, A. S., & Savran, Z. (2018). Assessing self-regulated learning: The case of vocabulary learning through information and communication technologies. Computer Assisted Language Learning, 31(5–6), 599–616. https://doi.org/10.1080/09588221.2018.1428201 Liu, C., Hou, J., Tu, Y.-F., Wang, Y., & Hwang, G.-J. (2021). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2021.2012812 Ministry of Education. (2014). Curriculum guidelines of 12-year basic education: General guidelines (108 curriculum guidelines). National Academy for Educational Research. https://www.naer.edu.tw/ezfiles/0/1000/attach/34/pta_15064_684951_91084.pdf Mizumoto, A. (2013). Enhancing self-efficacy in vocabulary learning: A self-regulated learning approach. Vocabulary Learning and Instruction, 2(1), 15–24. https://doi.org/10.7820/vli.v02.1.mizumoto Moran, J. J. (2005). A model for promoting self‐regulated learning. New Horizons in Adult Education and Human Resource Development, 19(1), 15–26. https://doi.org/10.1002/nha3.10204 Muslim, B. Z., & Mahbub, M. A. (2023). The role of self-regulated learning on foreign vocabulary learning: A multi-case study. Journal on English as a Foreign Language, 13(1), 78–101. https://doi.org/10.23971/jefl.v13i1.5238 Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759 Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Heinle Cengage Learning. Nation, I. S. P. (2022). Learning vocabulary in another language (3rd ed.). Cambridge University Press. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3 Ptasznik, B., Wolfer, S., & Lew, R. (2024). A learners’ dictionary versus ChatGPT in receptive and productive lexical tasks. International Journal of Lexicography, 37(3), 322–336. https://doi.org/10.1093/ijl/ecae011 Teng, M. F., Mizumoto, A., & Takeuchi, O. (2024). Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. System, 122, 103255. https://doi.org/10.1016/j.system.2024.103255 Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models of self-regulated learning strategies. Modern Language Journal, 100(3), 674–701. https://doi.org/10.1111/modl.12339 Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78–102. https://doi.org/10.1093/applin/ami046 Wang, H.-C., & Chen, C. W.-Y. (2020). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333–346. https://doi.org/10.1080/17501229.2019.1607356 Wang, Y., Wu, J., Chen, F., Wang, Z., Li, J., & Wang, L. (2024). Empirical assessment of AI-powered tools for vocabulary acquisition in EFL instruction. IEEE Access, 12, 131892–131905. https://doi.org/10.1109/ACCESS.2024.3446657 Wilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Lawrence Erlbaum Associates. Yeh, C., & Wang, Y. (2004). An investigation into vocabulary learning strategies used by senior high school students in Taiwan. Taiwan Journal of TESOL, 1(2), 1–44. https://api.semanticscholar.org/CorpusID:1450409531 Ye, J., Zhang, P., Kasprowicz, R., & Tissot, C. (2025). Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge. 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