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romoting students’ self-regulatory capacity invocabulary learning has been one of the instructional goalsin language education. Learning strategies and motiva-tional beliefs (e.g., self-efficacy) are the key, interrelatedfactors of self-regulated learning, which are crucial forlearners’ academic performance. This study investigatedChinese English Foreign language (EFL) learners’ needs interms of cognitive and metacognitive strategy use, as wellas their perceptions and knowledge in vocabulary learning.Both qualitative and quantitative research techniques wereapplied to collect data with 38 preuniversity Chinese EFLlearners studying at University of Malaya. The findingsrevealed that the students possessed insufficient knowledgeof high-frequency words and were deficient in using cog-nitive deep processing strategies (e.g., semantic grouping,word structure) and metacognitive control strategies (e.g.,goal-setting). It also indicated that learners’ low self-effi-cacy and motivation might be due to the lack of strategyknowledge, which in turn affects their strategy perfor-mance. The study suggests that there is a pressing need toenhance learners’ self-regulation in learning vocabularythrough explicit strategy instruction, which emphasizescognitive, metacognitive, and motivational aspects oflearning