本文為協助及輔導虎尾技術學院部分學生實施一學期的英語自我規劃學習後的結果報告。鑑於EFL學習環境（臺灣）與西方國家的諸多不同，本學習計畫不採取西方學者倡導的完全獨立自我學習，而是考慮符合國內學生的學習習性與學習模式，視語言學習者自治（或自動自發）學習是自我規劃的結果，學習者規劃自我學習，同時也獲得老師和同儕的協助。本文首先倡導自律語言學習的重要原因有三：學習理論由學習結果導向轉移至學習過程導向，以教師為主的教學導向轉變為以學生學習為中心導向，以及溝通科技的發展等。其次，筆者建議學習者一些學習活動，且提供學生有效的學習觀念和方法，並實施學習訓練計畫。文後描述參與學習規劃的學生的態度反我和學習表現。本文的研究限制和對未來研究的建議，亦一併討論。

　　　　　The paper reports the results of conducting one-semester self-regulated learning project for learners in national Huwei Institute of Technology. Instead of adopting the Western definitions and concepts, the present paper suggested a mode matching the traditional learning context and looked at learner autonomy as the product of self-regulated learning. Learners regulated their own learning but still obtained support form their teacher and peers. The question 'why adopt autonomous approach to language learning' was also answered according to the shift from teacher-led instruction to learner-/ learning-centered approach as well as the development of communication technology. By suggesting a list of learning activities, the instructor (also the author) provided the students with knowledge about effective learning and thus promoted students' autonomy implicitly at the same time. Students' attitude toward learning and their class performance from teacher's observation and record keeping were also described, along with the limitations and suggestions for further work.