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The current study aimed to explore the effects of integrating a selfregulated learning approach on self-efficacy in vocabulary learning. A group of 115 English as a Foreign Language (EFL) learners from a university in Japan participated in this longitudinal study. The participants were assigned as the treatment group, the contrast group 1, and the contrast group 2. Only the treatment group received the intervention based on the self-regulated learning approach. The participants completed adoi:10.7820/vli.v02.1.mizumoto fatcat:5rvtwf55gfbjvbu4frsh72vk4u