Vocabulary learning is fundamental to English as foreign language (EFL) proficiency and academic
success. However, many EFL learners experience challenges such as low motivation, poor
pronunciation and retention, and limited persistence. This action research examined how a mobile
game-based vocabulary learning (MGBVL) app, paired with self-regulated learning (SRL) strategies,
influenced the out-of-class vocabulary learning journey of five university EFL learners, focusing on
learning outcomes, motivation, self-efficacy, and persistence. Quantitative and qualitative data were
collected through learning journals, app logs, semi-structured interviews, and field notes.
The findings suggest that game elements and SRL strategies can effectively work together to enhance
vocabulary learning outcomes, motivation, self-efficacy, and persistence. Specifically, the level-based
game mechanism, combined with SRL strategies such as goal-setting and self-reflection, enhanced
motivation and persistence, directly contributing to improved outcomes. Furthermore, game-based
sensations of achievement, when paired with self-observation and self-reflection strategies like selfevaluation
and self-reaction, strengthened self-efficacy and persistence. Game elements such as
immediate feedback also supported engagement and learning outcomes when integrated with selfcontrol
and self-observation strategies.
This study contributes to a deeper understanding of how SRL strategies and game elements facilitate
EFL vocabulary learning success. It also offers insights for EFL educators seeking to support adult
students’ out-of-class vocabulary learning. Future research is encouraged to expand and diversify
sample sizes to further explore the impact of combining MGBVL apps with SRL strategies across
broader learner groups and other language skills, such as speaking.