This study investigates the effects of Dalton Plan-based instruction on learner autonomy and reading performance among non-English major students enrolled in college English course in China. It addresses the limitations of teacher-centered instruction in College English courses, particularly its failure to cultivate learner autonomy, which contributes notably to students' poor reading proficiency. The Dalton Plan-based instruction in this study included weekly individual sessions and monthly class conferences, tailored to address student-reported issues in reading assignments. A quasi-experimental design was employed to achieve the research objectives. Participants included 62 second-year medical students from a university in China, with 32 assigned to the experimental group and 30 to the control group. The experimental group received Dalton Plan-based instruction, while the control group followed conventional classroom instruction. Quantitative data, including reading test scores and .....

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