This study aimed to (1) integrate relevant language learning models and theories, (2) construct a theoretical model of college students' English learning performance, and (3) assess the model fit between empirically observed data and the theoretical model proposed by the researchers of this study. Subjects of this study were 1,129 Taiwanese EFL college students. The instruments utilized in this study, designed by the researcher of this study, included Self-regulated Inventory and English Achievement Test. LISREL 8.72 was employed to analyze the collected data. The results of this study showed that there was a statistically significant direct effect on affection/motivation and academic achievement. In addition, the statistical result showed a mediating effect of action control in language learning process. Based on the results of this study several suggestions for further research and implications for future EFL instruction were also offered at the end of the paper.