This research aimed to develop a structural model that describes and explains the integration of causal relationships between self-Speech (self-reinforcement and management, self and social evaluation) and the phases of self-regulated learning (Disposition to learn, learning performance, and learning evaluation) from the perspective of Vygotsky’s and Zimmerman’s theories. The study was conducted with a sample of 296 students enrolled in the Educational Diploma program at the Faculty of Education, Zagazig University. The students completed a self- speech questionnaire and a self-regulated learning phases questionnaire. Using Structural Equation Modeling, the findings yielded a structural model demonstrating conceptual integration between Vygotsky’s and Zimmerman’s models. Results indicated a direct effect of self-speech on self-regulated learning, as well as direct effects of self-regulated learning on its three phases. Self-regulated learning functioned as a mediating mechanism transferring the indirect effects of self-speech components to the three learning phases, serving as a functional link between self-speech components and learning outcomes. These findings support the connection between linguistic-cognitive processes and effective learning behaviors. In line with Vygotsky’s theory, language operates as an internal regulatory tool that influences thinking and self-regulation, consistent with Zimmerman’s perspective, which emphasizes that learning requires a combination of planning, performance, and self-evaluation mediated by cognitive and linguistic capacities. Keywords: Self-Speech, Self-Regulated Learning Phases, Vygotsky’s Theory, Zimmerman’s Theory, Educational Diploma Students.