單字學習不論從深度及廣度來看，在第二外語學習中始終扮演重要的角色。而自我調整學習在學科成就上亦有關鍵的影響，並且已得到豐富的實證性研究的支持。然而，連結單字學習與自我調整學習的實徵性研究卻寥寥無幾。因此，本研究的目的即在探究藉由自我調整教學法對於單字學習之影響；其中，變因包含自我效能，自我調整能力以及單字表現。
本研究共有兩班合計82位台灣某高中的高一學生參與，其中42位為實驗組，接受為期四周的自我調整訓練;另外40名學生則為控制組。測驗工具包含單字自我調整能力問卷以及單字知識測驗; 此兩測驗於實驗前，實驗後實施，並且延宕測驗於實驗結束後四周施行。為了探究實驗的效果以及變因之間的關係，量化分析包括ANOVA變異數分析以及一般線性模式分析。
研究結果顯示自我調整學習對於單字學習有正面的影響。實驗組在自我效能，自我調整能力以及單字表現上皆有顯著的進步。此外，自我調整能力也能有效預測自我效能以及單字表現。總結來說，如同先前相關的自我調整研究，本論文進一步證實自我調整對於單字學習有正面的影響，並且提供外語教師教學上的啟示，亦及融合自我調整學習於每日的英語教學中可輔助學生的單字學習。

Vocabulary learning has been pivotal to second language acquisition in terms of its width and death. Meanwhile, substantial studies documented has positively proven that self-regulated learning (SRL) benefits learners’ academic learning, such as general learning, mathematics, reading and writing. However, a dearth of empirical experiments is conducted to connect self-regulated learning with vocabulary learning in second and foreign language acquisition. Therefore, the aim of the current study attempts to explore how the intervention on self-regulated learning influenced vocabulary acquisition; the major variables include self-efficacy, self-regulatory capacity and vocabulary performance.
Two intact classes, involving 82 first graders from a senior high school in Taiwan, participated in the experiment. The first class with 42 students, as the experimental group, received a four-week training on self-regulated learning, based on Zimmerman’s three phased model (1989); the other class with 40 students was treated as the control group. The instruments included questionnaire on self-regulatory capacity in vocabulary learning and vocabulary knowledge test. The tests were administered to both groups before, immediately after and four-week delayed after the intervention. The quantitative analysis was conducted through analysis of variance (ANOVA) and general linear regression to examine the effects of intervention and to indicate the relationships among the variables.
Results of this study showed positive effects of self-regulated learning on vocabulary learning. The experimental group demonstrated significant improvement in self-efficacy, self-regulatory capacity and vocabulary performance. Moreover, self-regulatory capacity can predict learners’ vocabulary performance as well as self-efficacy. To conclude, similar to previous research, this study further testified that self-regulated learning can benefit vocabulary learning and offered pedagogical implications that TESL and TEFL teachers can integrate self-regulated learning into daily instruction to facilitate students’ vocabulary acquisition.

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