Exploring the impact of self-regulation on vocabulary learning strategies and knowledge in CSL: A structural equation modeling approach

Vocabulary learning strategies (VLSs) can significantly impact the depth and breadth of vocabulary knowledge (VK) in second language learning. However, the role of self-regulation (SR) in the relationship between VLSs and VK has not been extensively examined, particularly in the context of learning Chinese as a second language (CSL). Furthermore, the effect of varying academic efforts, especially academic achievement and academic time management, on the interplay between VLSs, SR, and VK remains largely unexplored. This study investigated 214 students enrolled in a Chinese program at a Vietnamese university to better understand these dynamics. The findings suggest that VLSs, through the mediation of SR, indirectly influenced the breadth, but not the depth, of VK. Additional research examined the impact of academic efforts on VLSs, SR, and VK. Structural equation modeling revealed that the final examination results significantly influenced the relationship between learners’ SR and the breadth of their VK, whereas the midterm examination results did not have a similar impact. As for the academic time management, it was found to affect SR but did not significantly impact the overall model. This demonstrates that a well-structured study time can enhance Vietnamese university students’ focus and emotional regulation, thereby improving their CSL learning.