The interrelationships between self-efficacy, effort regulation strategy use, and L2
vocabulary skills were investigated using structural equation modeling. The results
indicated that self-efficacy significantly influenced effort regulation strategy use, which in
turn influenced L2 vocabulary skill development. However, the path from self-efficacy to
L2 vocabulary skills was not confirmed. Self-efficacy did not directly predict L2
vocabulary skills, but it influenced L2 vocabulary indirectly through the mediation of
effort regulation strategy use. This result suggests that, in addition to self-efficacy
developed through previous learning experiences, learners need to know, and be able to
employ, effort regulation strategies in order to control their learning behavior for
successful learning.