The present study explored different types of task value and their associations with the use of self-regulated learning (SRL) strategies across various English as a foreign language (EFL) learning scenarios. The application of SRL strategies is supported by motivational beliefs, including task value. Although prior research has demonstrated the importance of motivational beliefs in SRL, there remains a need for further clarification regarding the characteristics and role of task value, particularly the cost (i.e., a negative aspect of task value) in relation to SRL. Furthermore, given the context-dependent nature of SRL, both values and strategies should be adapted to specific learning environments. In this study, 12 Japanese EFL university students participated in two rounds of semi-structured interviews. The first session focused on their English learning experiences, expectations, and perceptions of the value and cost associated with learning English. In the second session, they roleplayed four scenarios -- a homework assignment, an in-class task, preparation for an English certification exam, and learning for personal growth -- while using a think-aloud protocol to express their thoughts and feelings. Follow-up interviews were conducted after each roleplay. Thematic analysis was used to identify the participants' values and costs and to analyze their use of SRL strategies. The findings revealed that participants concurrently hold multiple types of task value, which were tied to and shaped by their past learning experiences. Several patterns were also identified for SRL strategies in each scenario, corresponding to task value.