The important role of vocabulary has long been established in second language acquisition, and many theories have been proposed for vocabulary teaching and learning. The current study aimed to investigate the effects of concept mapping and notebook keeping on self-regulation in vocabulary learning. To this aim, 90 female language learners in three intact classes were selected based on convenience sampling as the participants of the study and were given a pretest and posttest of self-regulation in vocabulary. One of the groups was given concept maps while another group received notebook keeping materials as treatment and the last one served as the control group. The collected data were analyzed through running One-Way ANOVA. The results of the analysis revealed that both concept mapping and notebook keeping significantly enhanced self-regulation in vocabulary learning among Iranian EFL learners. Moreover, no significant difference was found between concept mapping and notebook keeping in terms of their effects on self-regulation in vocabulary acquisition. Based on the findings, EFL teachers may intend to encourage learners to employ concept mapping and notebook keeping techniques not only as effective vocabulary learning strategies but also as vehicles for self-regulation growth in vocabulary acquisition.