Lijuan Zhang
Self-regulated learning is an important component of successful language learning, but classroom-based interventions are often difficult to reproduce when instructional activities, student outputs, control conditions, fidelity procedures, and assessment rules are insufficiently described. This methods article presents an 8-week wait-list controlled classroom protocol for implementing and evaluating self-regulated English learning among university students. Students are assigned to either a structured self-regulated English learning protocol or ordinary English instruction with delayed access to the intervention materials. Although each week has a specific instructional focus, the protocol repeatedly embeds the cyclical self-regulated learning sequence of goal review, strategy use, monitoring, reflection, and adjustment. Weekly activities include self-diagnosis, measurable goal setting, strategic planning, vocabulary and reading strategy practice, writing revision, learning diaries, peer feedback, and final transfer planning. Each session generates a predefined student output, allowing fidelity, attendance, worksheet completion, adherence, protocol deviations, and contamination-control procedures to be documented. The protocol combines questionnaire-based outcomes with performance-based measures, including English achievement and writing performance, and specifies baseline assessment, stratified block randomization, blinded writing scoring, parallel testing procedures, missing-data rules, and adjusted statistical analysis. Representative results demonstrate how the protocol can be implemented, monitored, and analyzed in a classroom setting. These results are presented as illustrative implementation and outcome data, not as generalizable evidence of intervention efficacy. This protocol is suitable for researchers and instructors who require a practical, ethically acceptable, and reproducible procedure for studying self-regulated English learning in higher education.