The present mixed-methods research was an endeavor to compare the effects of digitally self-regulated and guided discovery instructions on Iranian EFL learners’ vocabulary learning. Moreover, it inquired Iranian EFL learners’ perceptions on implementation of digitally self-regulated and guided discovery instructions in EFL contexts. To this end, in the quantitative phase, by administering the Oxford Placement Test, 60 out of 143 Iranian EFL male and female learners from three language institutes in Isfahan, Iran, were randomly selected, and divided into three equal groups, i.e. two experimental groups and one control group. Prior to the instructions, a vocabulary pretest, designed and validated by the researcher, was administered. Then, the experimental groups received two types of instruction, separately. The first experimental group was taught via digitally self-regulated learning (SRL) instruction based on Santangelo et al.s’ (2008) six-stage model. The second experimental group was instructed via guided discovery learning instruction based on Brown and Campione’s (2018) stages. In contrast, the control group received traditional methods of teaching vocabulary such as word lists, dictionary use, and word translation. After conducting eight-session instructions, a posttest was administered. The data were analyzed via ANOVA, and post hoc analysis using Tukey test. The findings revealed that both digitally self-regulated and guided discovery learning promoted Iranian EFL learners’ vocabulary learning. Additionally, the findings indicated that digitally self-regulated instruction was more effective than guided discovery instruction regarding vocabulary learning. Further, the analysis of the qualitative data indicated that Iranian EFL learners had a positive perception on the implementation of both digitally self-regulated and guided discovery learning in EFL contexts. It was found out that Iranian EFL learners expressed four main themes including teacher-student interaction, attention, time, and autonomy, as advantages of the digitally self-regulated learning. However, the results indicated that natural learning, learner-centered, and creativity, were the main features of guided discovery learning. Eventually, the theoretical and pedagogical implications regarding language learners, teachers, and curriculum designs are also provided.
